The School and District Improvement (SDI) collaborative supports state school and district improvement leads as they work with schools and districts to support the lowest-performing schools, close achievement gaps for all students, and increase support for specific subgroup populations.
State Responsibilities and Opportunities for School Improvement Under the Every Student Succeeds Act
This report gathers timely comprehensive information across SEAs on how state leaders are working to implement their vision for school improvement under ESSA.
This year, the States Leading newsletter will showcase the latest state initiatives and innovations from each month so that you can learn more about how states are leading the way in educational equity.
Accountability and school improvement systems are key drivers of educational equity. These two systems are interconnected and designed to help close achievement gaps by identifying targeted support to struggling schools and student groups.
Improvement in education happens incrementally, and leading school districts have systems in place to learn and build on small successes. States play a crucial role in giving schools and districts the guidance and tools to implement a continuous improvement cycle.
One of the most important strategies to boost outcomes for all students is to support low-performing schools with resources and training to improve.
The School and District Improvement (SDI) collaborative supports members as they work with schools and districts to support the lowest-performing schools, close achievement gaps for all students and increase support for specific subgroup populations.
This document compiles all ten sets of questions from the Deep Dives into CCSSO's Principles of Effective School Improvement Systems to help state education agency leaders and other stakehol
Plan from the beginning how to sustain successful school improvement efforts financially, politically, and by ensuring the school and LEA are prepared to continue making progress.
Engage early, regularly, and authentically with stakeholders and partners so improvement is done with and not to the school, families, and the community.