Document review
| Participant/District | Documents | RQ1: Literacy needs | RQ2: Perception of school–university partnership importance |
|---|---|---|---|
| Kelley |
| Expand a multi-tiered system of supports (MTSS) framework in all schools | Establish partnerships with post-secondary institutions, government and community-based organizations to create career pathways for diverse candidates |
| Zaria |
| Increase academic proficiency in ELA by 5% as measured by state assessment | |
| Rachel |
| K-2 reading proficiency goals MSTEP ELA proficiency goals PSAT 8 – EBRW goals SAT – EBRW goals WIDA goals Leadership development to drive instructional performance Improve primary instruction through training and skill development | Expand participation in community engagement structures, including university partners Build talent pipelines with university structures |
| Participant/District | Documents | ||
|---|---|---|---|
| Kelley | District improvement plan District website | Expand a multi-tiered system of supports (MTSS) framework in all schools | Establish partnerships with post-secondary institutions, government and community-based organizations to create career pathways for diverse candidates |
| Zaria | District improvement plan District website | Increase academic proficiency in ELA by 5% as measured by state assessment | |
| Rachel | District improvement plan District website | K-2 reading proficiency goals | Expand participation in community engagement structures, including university partners |
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