Superintendent's Corner

Volume 1, No. 3 October 24, 2024

CBSD Team,

In the spirit of transparency and alignment, I wanted to share an important update regarding the changes to the principal evaluation model that will affect all staff. These changes reflect a district-wide effort to ensure our focus remains on the most important work: instructional leadership, visionary leadership, and inclusive practices that support ALL students, including Special Education, TAG, and other special populations.

To achieve this, principal habits and systems will need to evolve—and as a result, front office and support staff roles will also need to adapt. Principals will be delegating more management and responsive service responsibilities to support teams so they can focus more deeply on the instructional leadership required to implement and sustain key district initiatives, including the Science of Reading, 120 Minutes of Reading, Writing, and Discussion, MTSS, AVID, Professional Learning Communities (PLCs), and data-informed practices. This ensures that we are delivering a guaranteed and viable curriculum to every student and that we are protecting the core (i.e., teaching and learning)

Our goal is to maintain a clear focus on teaching and learning—our North Star. To help principals "keep the main thing, the main thing," they will be asking their support staff to take on larger management roles. This shift is crucial for principals to be more proactive and engaged in high-impact instructional practices, rather than reactive to day-to-day management tasks.

Additionally, this year we will be implementing a district-wide instructional tours model. This model is designed to support continuous improvement by allowing district leaders, including principals, to conduct regular classroom observations and provide feedback. These tours will help us gain a comprehensive view of instructional practices across the district, ensuring that our initiatives are being implemented consistently and effectively.

All administrators are also being asked to increase their daily classroom presence. We are introducing the 4x5 model, which requires visiting a minimum of four classrooms per day for at least five minutes. This initiative supports our commitment to staying connected to classroom dynamics and ensuring that high-quality teaching and learning is taking place. We aim to move beyond reactive practices, which were more during the pandemic, and instead focus on proactive, high-yield strategies that promote student growth.

Please remember, we are data-informed, not solely data-driven. This means we use data to guide our decisions while considering the unique needs and contexts of our students. We’ll continue to focus on practices that ensure both progress and success for all learners.

If you have any questions or need further clarification on the new principal evaluation model or the student drives initiatives that are currently being implemented, please feel free to reach out. Thank you for your ongoing dedication to our shared vision.

One Compass – One Crew – One Mission,

The principal goal-setting process involves establishing two SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) related to student learning. These goals should be grounded in relevant data and focused on school-wide improvement. In addition to these academic goals, principals will also set a personal professional growth goal. Examples of personal goals may include deepening their understanding of initiatives such as the new math curriculum, Amplify, MTSS, the science of reading, PLCs, proficiency-based grading, inclusive practices, etc. This process ensures that both school-wide and individual growth are aligned with district priorities and data-driven outcomes.

The district's average daily attendance is currently over 90%. Thank you for making an effort to bring your student(s) to school. Attending school makes a huge difference in terms of academic progress and proficiency for our students. If you need any support, please reach out to your student's school or the district office for support.