Outcome Goal #1: Educational Excellence

Provide every PGCPS student with a premier education characterized by innovative, relevant, and accessible learning and development opportunities that build 21st century competencies.

Achievement of this outcome goal hinges on the district’s focus on four components, namely:

Aligning curriculum, instruction, and assessment with standards;
Improving educational outcomes;
Narrowing achievement gaps, and
Improving college and career readiness

The nested structure of Tier 1, 2 and 3 CSIs for outcome goal #1 (by goal component are):

Outcome Goal #1	Tier 1 CSIs	Tier 2 CSIs	Tier 3 CSIs
Educational Excellence	ALIGNING CURRICULUM, INSTRUCTION AND ASSESSMENT WITH STANDARDS
	Equity-Based Curriculum Standards	• Standards-Aligned Instruction • Standards-Aligned Assessment	• Standards-related Professional Learning Participation • Standards-related Professional Learning Satisfaction • Subject Area Professional Learning Participation • Subject Area Professional Learning Satisfaction
	IMPROVING EDUCATIONAL OUTCOMES
	ELA Proficiency	• Kindergarten Readiness • Attendance • On-Time Graduation	_ _
	Math Proficiency
	NARROWING ACHIEVEMENT GAPS
	ELA Proficiency Gaps	• EL Progress • EL Reclassification • Student with Disabilities Progress	• Supports for ELs • EL-related Professional Learning Participation • EL-related Professional Learning Satisfaction • EL Instructional Practices • Supports for Students with Disabilities • Supports for Struggling Students
	Math Proficiency Gaps
	INCREASING COLLEGE AND CAREER READINESS
	Postsecondary Preparedness	• Career Readiness • College Readiness • College Preparatory Coursework Performance	• College Preparatory Coursework Participation • College Admissions Exam Participation

Outcome Goal #2: Excellence in Equity

Our learning and work environments demonstrate an inclusive, authentic, and culturally responsive community that attracts, supports, develops, retains, and celebrates a diverse masterpiece of students, families, and education professionals.

Achievement of this outcome goal hinges on the district’s focus on three components, namely:

Creating Inclusive, Culturally Responsive Learning Environments;
Creating Inclusive, Culturally Responsive Work Environments; and
Creating an Inclusive, Culturally Responsive Culture and Climate

The nested structure of Tier 1, 2 and 3 CSIs for outcome goal #2 (by goal component are):

Outcome Goal #2	Tier 1 CSIs	Tier 2 CSIs	Tier 3 CSIs
Excellence in Equity	CREATING INCLUSIVE, CULTURALLY RESPONSIVE LEARNING ENVIRONMENTS
	Equity-Based Curriculum Standards	• Diverse Instructional materials • Diverse Instructional Practices • Culturally Responsive Instructional Practices • Equitable Course Access • Co-curricular Activity Equity • Extra-curricular Activity Equity • Disciplinary Equity • Equitable Access to Highly-Qualified Teachers • Equitable Access to Experienced Teachers	• Co-Curricular Activity Participation • Extra-Curricular Activity Participation • Supports for ELs • Supports for SWD • Supports for Students from Low-Income Households
	Equitable Talented and Gifted Identification
	Equitable Advanced Course Enrollment
	Attendance
	Disciplinary Incidents
	Suspensions
	CREATING INCLUSIVE, CULTURALLY RESPONSIVE WORK ENVIRONMENTS
	Workforce Diversity	• Kindergarten Readiness • Attendance • On-Time Graduation	– –
	Leadership Diversity
	Diverse Employee Retention
	CREATING AN INCLUSIVE, CULTURALLY RESPONSIVE CULTURE AND CLIMATE
	Equitable Climate	• Connectedness • Culturally Responsive Communication • Resource Allocation Equity	• Adult-Student Relationships • Student-Student Relationships • Family Communication • Family-School Relationships • Family Engagement Opportunities • Family Engagement Participation • Family Engagement Barriers
	Diverse Climate
	Inclusive Climate

Outcome Goal #3: Workforce/Operational Excellence

Harness the power of organizational learning for improved creativity, enriched collaboration, systemic knowledge sharing, and operational efficiency.

Achievement of this outcome goal hinges on the district’s focus on four components, namely:

Improving Operational Efficiency
Realizing Operational Excellence
Improving Creativity, Collaboration, and Knowledge Sharing
Realizing Workforce Excellence

The nested structure of Tier 1, 2 and 3 CSIs for outcome goal #3 (by goal component are):

Outcome Goal #3	Tier 1 CSIs	Tier 2 CSIs	Tier 3 CSIs
Workforce/ Operational Excellence	IMPROVING OPERATIONAL EFFICIENCY
	Facility Maintenance Efficiency (within 30 days)	• Facility Maintenance Efficiency (average days) • Home Internet Access Equity	_ _
	School Internet Access Equity
	Technology Device Equity
	REALIZING OPERATIONAL EXCELLENCE
	Facility Maintenance Satisfaction	• Facility Maintenance Quality • Facility Modernization	– –
	Learning Environment Satisfaction
	IMPROVING CREATIVITY, COLLABORATION, AND KNOWLEDGE SHARING
	Workforce Collaboration	• Professional Learning Satisfaction	• Professional Learning Participation
	Workforce Innovation
	REALIZING WORKFORCE EXCELLENCE
	Employee Retention	• Employee Onboarding • Teacher Credentials • Teacher Experience • Workforce Development	• Applicant Pool • Applicant Credentials • Applicant Experience
	Employee Retention - Teachers
	Workforce Development

Outcome Goal #4: Mental Health & Wellness

Increase awareness of mental health and wellness linkages to learning by eliminating stigmas, increasing access to supports, and decreasing the number of avoidable adverse educational outcomes.

Achievement of this outcome goal hinges on the district’s focus on four components, namely:

Increasing Awareness of Mental Health and Wellness Linkages to Learning
Eliminating Stigmas
Increasing Access to Supports
Decreasing Adverse Outcomes

The nested structure of Tier 1, 2 and 3 CSIs for outcome goal #4 (by goal component are)

Outcome Goal #4	Tier 1 CSIs	Tier 2 CSIs	Tier 3 CSIs
Mental Health & Wellness	INCREASING AWARENESS OF MENTAL HEALTH AND WELLNESS LINKAGES TO LEARNING
	SEL-Informed Instructional Practices	• Knowledge of Linkages Between Mental Health and Student Learning	• Mental Health-Related Professional Learning Satisfaction • Mental Health-related Professional Learning Participation
	Trauma-Informed Instructional Practices
	ELIMINATING STIGMAS
	Attitudes about Mental Health and Wellness	– –	– –
	INCREASING ACCESS TO SUPPORTS
	Ussage (Student Supports)	• Access (Student Supports) • Stakeholder Satisfaction (Student Supports) • Stakeholder Satisfaction (Employee Supports)	• Stakeholder Awareness (Student Supports) • Student Identification • Student Referral • Stakeholder Awareness (Employee Supports)
	Usage (Employee Supports)
	DECREASING ADVERSE OUTCOMES
	Student Mental Health and Wellness	• Impact (Student Supports) • Academic Impact (Student Supports) • Behavioral Impact (Student Supports) • Bullying	– –
	Employee Mental Health and Wellness
	Safety

TIER ONE (1) CSIs
Strategic Outcome Goal	Tier 1 CSI		Description
EDUCATIONAL EXCELLENCE	ALIGNING CURRICULUM, INSTRUCTION, AND ASSESSMENT WITH STANDARDS
	Equity-Based Curriculum Standards	Percentage of core curriculum that reflects Hammond’s Ready for Rigor Framework for Culturally Responsive Teaching
	IMPROVING EDUCATIONAL OUTCOMES
	ELA Proficiency	Percentage of students meeting (Level 4) or exceeding (Level 5) grade-level ELA proficiency standards
	Math Proficiency	Percentage of students meeting (Level 4) or exceeding (Level 5) grade-level Mathematics proficiency standards
	ELA Proficiency Gaps	Differences in ELA proficiency rates across student groups based on gender, race/ethnicity, English learner status, disability status, and socioeconomic status
	Math Proficiency Gaps	Differences in Mathematics proficiency rates across student groups based on gender, race/ ethnicity, English learner status, disability status, and socioeconomic status
	INCREASING COLLEGE AND CAREER READINESS
	Postsecondary Preparedness	Percentage of stakeholders agreeing that [their school/the district] prepares students for success in college or a career
EXCELLENCE IN EQUITY	CREATING INCLUSIVE, CULTURALLY RESPONSIVE LEARNING ENVIRONMENTS
	Equitable Talented and Gifted Identification	Percentage of students in a given group identified as Talented and Gifted compared with that group’s share of enrollment
	Equitable Advanced Course Enrollment	Percentage of students in a given group enrolled in at least one advanced course (e.g., honors, AP, etc.) compared with that group’s share of enrollment
	Attendance	Percentage of students in a given group who are chronically absent compared with that group’s share of enrollment
	Disciplinary Incidents	Percentage of students in a given group with at least one disciplinary incident compared with that group’s share of enrollment
	Suspensions	Percentage of students in a given group who receive at least one in-school or out-of-school suspension compared with that group’s share of enrollment
	CREATING INCLUSIVE, CULTURALLY RESPONSIVE WORK ENVIRONMENTS
	Workforce Diversity	Percentage of instructional staff from diverse backgrounds (e.g., based on gender, race/ethnicity) compared with the percentage of diverse students
		Percentage of non-instructional staff from diverse backgrounds (e.g., based on gender, race/ ethnicity) compared with the percentage of diverse students
	Leadership Diversity	Percentage of administrators from diverse backgrounds (e.g., based on gender, race/ethnicity) compared with the percentage of diverse students
		Number of internationally trained and Latinx administrators/APs deployed to schools in which English learners and newcomers account for at least 15 percent of enrollment
	Diverse Employee Retention	Percentage of diverse employees retained (or percentage of diverse employees lost due to attrition)
	CREATING AN INCLUSIVE, CULTURALLY RESPONSIVE CULTURE AND CLIMATE
	Equitable Climate	PGCPS Equity Index (to be determined pending statistical analysis)
	Diverse Climate	Percentage of stakeholders agreeing that [their school/their child’s school/district schools] support [students/family/staff] from diverse backgrounds
	Inclusive Climate	Percentage of stakeholders agreeing that the district promotes cultural inclusivity by holding events and activities that celebrate diverse cultures and backgrounds
WORKFORCE AND OPERATIONAL EXCELLENCE	IMPROVING OPERATIONAL EFFICIENCY
	Facility Maintenance Efficiency (within 30 days)	Percentage of maintenance requests completed within 30 days
	School Internet Access Equity	Percentage of schools with sufficient Internet bandwidth (5 or fewer days that peak daily internet usage reaches more than 75% of the standard available bandwidth for five (5) minutes or longer)
	Technology Device Equity	Percentage of students with PGCPS-issued personal computing devices aged two years or newer
	REALIZING OPERATIONAL EXCELLENCE
	Facility Maintenance Satisfaction	Percentage of stakeholders agreeing that their school/building is well-maintained
	Learning Environment Satisfaction	Percentage of stakeholders agreeing that their school has classroom environments that support student learning (e.g., size, temperature, lighting)

WORKFORCE AND OPERATIONAL EXCELLENCE (CONT’D)	IMPROVING CREATIVITY, COLLABORATION, AND KNOWLEDGE SHARING
	Workforce Collaboration	Percentage of employees agreeing that [their school/the district] provides opportunities for them to collaborate with colleagues
	Workforce Innovation	Percentage of employees agreeing that [their school/the district] encourages them to innovate
	Workforce Innovation	Number of ideas identified and implemented through Innovation Incubators
	REALIZING WORKFORCE EXCELLENCE
	Employee Retention	Percentage of employees retained (Employees who did not leave the district due to retirement, resignation, or termination).
	Employee Retention - Teachers	Percentage of teachers retained (Teachers who did not leave the district due to retirement, resignation, or termination).
	Workforce Development	Percentage of employees who complete voluntary systemic professional learning opportunities
	Workforce Development	Percentage of employees satisfied with opportunities for professional growth and mobility
MENTAL HEALTH AND WELLNESS	INCREASING AWARENESS OF MENTAL HEALTH AND WELLNESS LINKAGES TO LEARNING
	SEL-Informed Instructional Practices	Percentage of instructional staff agreeing that they are confident in their ability to incorporate social-emotional learning strategies into classroom instruction
	Trauma-Informed Instructional Practices	Percentage of instructional staff agreeing that they are confident in their ability to deliver trauma-informed instruction
	ELIMINATING STIGMAS
	Attitudes about Mental Health and Wellness	Percentage of stakeholders who report that the frequency by which stigmas are observed/ experienced surrounding use of mental health supports at school/work is “rare” or “never.”
	INCREASING ACCESS TO SUPPORTS
	Usage (Student Supports)	Percentage of students using supports for student mental health and wellness
	Usage (Employee Supports)	Percentage of employees using supports for staff mental health and wellness
	DECREASING ADVERSE OUTCOMES
	Student Mental Health and Wellness	Percentage of students who used one or more of the supports whose academic outcomes improved
	Student Mental Health and Wellness	Percentage of students who used one or more of the supports whose behavioral outcomes (e.g., attendance, disciplinary incidents, suspension) improved
	Employee Mental Health and Wellness	Percentage of employees who used one or more of the supports agreeing that the support(s) improved their mental health and wellness (e.g., stress, coping skills)
	Safety	Percentage of stakeholders agreeing that [they/their child] feels safe at school/work.

TIER TWO (2) CSIs
Strategic Outcome Goal	Tier 2 CSI	Description
EDUCATIONAL EXCELLENCE	ALIGNING CURRICULUM, INSTRUCTION AND ASSESSMENT WITH STANDARDS
	Standards-Aligned Instruction	Percentage of core curriculum that reflects Hammond’s Ready for Rigor Framework for Culturally Responsive Teaching
		Percentage of instructional staff observed delivering standards-aligned instruction in the classroom
		Percentage of instructional staff who are confident in their ability to provide standards-aligned instruction and assessment
	Standards-Aligned Assessment	Percentage of instructional staff agreeing that they use standards-aligned assessments to evaluate student learning
	Standards-Aligned Assessment	Percentage of instructional staff observed using standards-aligned assessments to evaluate student learning
	IMPROVING EDUCATIONAL OUTCOMES
	Kindergarten Readiness	Percentage of children meeting standards for Kindergarten readiness
	Attendance	Percentage of students in a given group who are chronically absent compared with that group’s share of enrollment
	On-Time Graduation	Percentage of students successfully earning a Maryland High School Diploma within four years
	NARROWING ACHIEVEMENT GAPS
	EL Progress	Percentage of English learners demonstrating progress in English language proficiency from the previous school year
	EL Reclassification	Average number of school years needed to be reclassified/exit an EL program (e.g., ESOL)
	Student with Disabilities Progress	Percentage of students with disabilities demonstrating progress in ELA proficiency from the previous school year
	Student with Disabilities Progress	Percentage of students with disabilities demonstrating progress in Mathematics proficiency from the previous school year

EXCELLENCE IN EQUITY	CREATING INCLUSIVE, CULTURALLY RESPONSIVE LEARNING ENVIRONMENTS
	Diverse Instructional Materials	Percentage of stakeholders agreeing that [their/their child’s/their school’s/the district’s] teachers use books, stories, or lesson materials from many different perspectives
	Diverse Instructional Practices	Percentage of stakeholders agreeing that [their/their child’s/their school’s/the district’s] teachers adjust lessons to fit students’ different learning styles
		Percentage of stakeholders agreeing that [their/their child’s/their school’s/the district’s] teachers engage students in meaningful conversations about diversity
		Percentage of instructional staff who are confident in their ability to support diverse students in the classroom
	Culturally Responsive Instructional Practices	Percentage of instructional staff agreeing that [their school/the district] supports culturally responsive instructional practices and pedagogies
	Culturally Responsive Instructional Practices	Percentage of instructional staff who are confident in their ability to deliver culturally responsive instruction in the classroom
	Equitable Course Access	Percentage of stakeholders agreeing that [they/their child/students] from all backgrounds have access to all classes (e.g., a chance to choose or be chosen for advanced classes) at their school
	Co-Curricular Activity Equity	Percentage of stakeholders agreeing that [they/their child/students] from all backgrounds have access to co-curricular activities at their school
	Extra-Curricular Activity Equity	Percentage of stakeholders agreeing that [they/their child/students] from all backgrounds have access to extra-curricular activities at their school
	Disciplinary Equity	Percentage of stakeholders agreeing that [their school/the district] makes sure students have the same consequences when they break the rules, no matter what their background is (e.g., gender, race/ethnicity, religion)
	Equitable Access to Highly-Qualified Teachers	Percentage of a school’s teachers who are certified
	Equitable Access to Experienced Teachers	Average years of teaching experience across a school’s teachers
	CREATING INCLUSIVE, CULTURALLY RESPONSIVE WORK ENVIRONMENTS
	Equity-Related Professional Learning Satisfaction	Percentage of employees agreeing that [their school/the district] provides enough equity-related professional learning opportunities
	Culturally Responsive Professional Learning Satisfaction	Percentage of employees agreeing that [their school/the district] provides enough professional learning opportunities on culturally responsive practices
	CREATING AN INCLUSIVE, CULTURALLY RESPONSIVE CULTURE AND CLIMATE
	Connectedness	Percentage of stakeholders agreeing that they feel welcome at/connected to [their/their child’s] school
	Culturally Responsive Communication	Percentage of employees who are bilingual
	Resource Allocation Equity	Aggregate per pupil funding in schools serving high percentages of diverse students compared with aggregate per pupil funding in schools serving less diverse students
	Resource Allocation Equity	Percentage of stakeholders agreeing that resources are distributed equitably across district schools
WORKFORCE AND OPERATIONAL EXCELLENCE	IMPROVING OPERATIONAL EFFICIENCY
	Facility Maintenance Efficiency	Average number of days for completion of maintenance requests
	Home Internet Access Equity	Percentage of students with high-speed Internet access at home
	REALIZING OPERATIONAL EXCELLENCE
	Facility Maintenance Quality	Percentage of employees satisfied with completion of maintenance requests (e.g., timeliness, quality)
	Facility Modernization	Percentage of stakeholders agreeing that their school/building has up-to-date facilities
	IMPROVING CREATIVITY, COLLABORATION, AND KNOWLEDGE SHARING
	Professional Learning Satis- faction	Percentage of employees satisfied with systemic professional learning opportunities offered by [their school/the district] (e.g., frequency, delivery method(s), content)
	REALIZING WORKFORCE EXCELLENCE
	Employee Onboarding	Percentage of new employees reporting a ‘very good’ or ‘excellent’ onboarding experience
	Teacher Credentials	Percentage of teachers who are certified
	Teacher Experience	Average years of teaching experience
	Workforce Development	Percentage of instructional staff satisfied with opportunities for upward mobility
	Workforce Development	Percentage of non-instructional staff satisfied with opportunities for upward mobility

MENTAL HEALTH AND WELLNESS	INCREASING AWARENESS OF MENTAL HEALTH AND WELLNESS LINKAGES TO LEARNING
	Knowledge of Linkage Between Mental Health and Student Learning	Percentage of instructional staff agreeing that they understand how mental health and wellness impact student learning
	INCREASING ACCESS TO SUPPORTS
	Access (Student Supports)	Percentage of stakeholders agreeing that [their/their child’s] school ensures students can meet with specialists (e.g., counselor, social worker, psychologist, nurse) at school
	Stakeholder Satisfaction (Student Supports)	Satisfaction rates among students and parents/guardians who used one or more of the supports available to improve student mental health and wellness
	Stakeholder Satisfaction (Employee Supports)	Satisfaction rates among employees who used one or more of the supports available to improve staff mental health and wellness
	Stakeholder Satisfaction (Employee Supports)	Percentage of employees agreeing that [their school/the district] provides enough resources to support staff mental health and wellness
	DECREASING ADVERSE OUTCOMES
	Impact (Student Supports)	Percentages of students and parents/guardians who used one or more of the supports agreeing that the support(s) improved [their/their child’s] mental health and wellness (e.g., stress, coping skills)
	Impact (Student Supports)	Percentages of students and parents/guardians who used one or more of the supports agreeing that the support(s) helped [them/their child] do better in school
	Academic Impact (Student Supports)	Percentage of students who used one or more of the supports whose academic outcomes improved
	Behavioral Impact (Student Supports)	Percentage of students who used one or more of the supports whose behavioral outcomes (e.g., attendance, disciplinary incidents, suspension) improved
	Impact (Employee Supports)	Percentage of employees who used one or more of the supports agreeing that the sup- port(s) improved their mental health and wellness (e.g., stress, coping skills)
	Impact (Employee Supports)	Percentage of employees who used one or more of the supports agreeing that the sup- port(s) improved their performance at work
	Bullying	Percentage of stakeholders agreeing that bullying is a problem at [their/their child’s] school

TIER THREE (3) CSIs
Strategic Outcome Goal	Tier 3 CSI	Description
EDUCATIONAL EXCELLENCE	ALIGNING CURRICULUM, INSTRUCTION AND ASSESSMENT WITH STANDARDS
	Standards-Related Professional Learning Participation	Percentage of instructional staff who complete professional learning opportunities focused on standards-aligned curriculum, instruction, and assessment
	Standards-Related Professional Learning Satisfaction	Percentage of instructional staff agreeing that [their school/the district] provides enough professional learning opportunities related to standards-aligned instruction and assessment
	Subject Area Professional Learning Participation	Percentage of instructional staff who complete professional learning opportunities focused on content knowledge in the subject area(s) they teach
	Subject Area Professional Learning Satisfaction	Percentage of instructional staff agreeing that [their school/the district] provides enough subject area-related professional learning opportunities
	NARROWING ACHIEVEMENT GAPS
	Supports for ELs	Percentage of stakeholders agreeing that [their school/the district] provides enough resources to support English learners
	NARROWING ACHIEVEMENT GAPS
	EL-Related Professional Learning Participation	Percentage of instructional staff who complete professional learning opportunities focused on supporting English learners in the classroom
	EL-Related Professional Learning Satisfaction	Percentage of instructional staff agreeing that [their school/the district] provides enough English learner-related professional learning opportunities
	EL Instructional Practices	Percentage of instructional staff who are confident in their ability to teach English learners
	Supports for Students with Disabilities	Percentage of stakeholders agreeing that [their school/the district] provides enough resources to support students with disabilities
	Supports for Struggling Students	Percentage of students not meeting grade-level standards receiving at least one academic support (e.g., tutoring)
	Supports for Struggling Students	Percentage of stakeholders agreeing that [their school/the district] provides enough resources to support students not meeting grade-level standards

EDUCATIONAL EXCELLENCE CONT’D	INCREASING COLLEGE AND CAREER READINESS
	College Preparatory Coursework Participation	Percentage of students enrolled in at least one AP course
	College Admissions Exam Participation	Percentages of students in Grades 11 and 12 taking the SAT
EXCELLENCE IN EQUITY	CREATING INCLUSIVE, CULTURALLY RESPONSIVE LEARNING ENVIRONMENTS
	Co-Curricular Activity Participation	Percentage of students participating in co-curricular activities
	Extra-Curricular Activity Participation	Percentage of students participating in extra-curricular activities
	Supports for ELs	Percentage of stakeholders agreeing that [their school/the district] provides enough resources to support English learners
	Supports for Students with Disabilities	Percentage of stakeholders agreeing that [their school/the district] provides enough resources to support students with disabilities
	Supports for Students from Low-Income Households	Percentage of stakeholders agreeing that [their school/the district] provides enough resources to support students from low-income households
	CREATING INCLUSIVE, CULTURALLY RESPONSIVE WORK ENVIRONMENTS
	Equity-Related Professional Learning Participation	Percentage of employees who complete equity-related professional learning
	Culturally Responsive Professional Learning Participation	Percentage of employees who complete professional learning on culturally responsive practices
	CREATING AN INCLUSIVE, CULTURALLY RESPONSIVE CULTURE AND CLIMATE
	Adult-Student Relationships	Percentage of stakeholders agreeing that adults at [their school/their child’s school/ district schools] respect students of all backgrounds
		Percentage of stakeholders agreeing that adults at [their school/their child’s school/ district schools] understand [their/their child’s/students’] culture and background
	Student-Student Relationships	Percentage of stakeholders agreeing that students at [their school/their child’s school/ district schools] treat students of all backgrounds with respect
	Family Communication	Percentage of parents/guardians agreeing that [their child’s school/the district] communicates with them in their home language
		Percentage of parents/guardians agreeing that [their child’s school/the district] provides translation services to families who need it
	Family-School Relationships	Percentage of parents/guardians agreeing that they feel comfortable approaching school personnel to discuss their child’s needs
	Family Engagement Opportunities	Percentage of stakeholders agreeing that [their school/their child’s school/district schools] provide families with opportunities to be involved
	Family Engagement Participation	Percentage of parents/guardians who have participated in activities/attended events at their child’s school
	Family Engagement Barriers	Percentage of stakeholders agreeing that [their school/their child’s school/district schools] work with families to reduce barriers to participation in school activities/ attendance at school events
WORKFORCE & OPERATIONAL EXCELLENCE	IMPROVING CREATIVITY, COLLABORATION, AND KNOWLEDGE SHARING
	Professional Learning Participation	Percentage of employees who complete systemic professional learning opportunities
	Professional Learning Participation	Percentage of employees who complete voluntary systemic professional learning opportunities
	REALIZING WORKFORCE EXCELLENCE
	Applicant Pool	Number of applicants per open position
	Applicant Credentials	Percentage of teacher applicants who are certified
	Applicant Experience	Average years of teaching experience among teacher applicants
MENTAL HEALTH AND WELLNESS	INCREASING AWARENESS OF MENTAL HEALTH AND WELLNESS LINKAGES TO LEARNING
	Mental Health-Related Professional Learning Participation	Percentage of employees who complete professional learning opportunities focused on mental health and wellness
	Mental Health-Related Professional Learning Satisfaction	Percentage of employees agreeing that [their school/the district] provides enough mental health-related professional learning opportunities
	INCREASING ACCESS TO SUPPORTS
	Stakeholder Awareness (Student Supports)	Percentage of stakeholders who are aware of the supports available to improve student mental health and wellness
	Stakeholder Awareness (Student Supports)	Percentages of students and parents/guardians agreeing that [their/their child’s] school provides information on where/how to access supports for student mental health and wellness

MENTAL HEALTH AND WELLNESS CONT’D	Student Identification	Percentage of employees agreeing that they are able to identify students who need additional emotional supports
	Student Referral	Percentage of employees agreeing that they are able to refer students in need of addi- tional emotional supports to community partners
		Percentage of students referred to additional emotional supports provided by communi- ty partners
	Stakeholder Awareness (Employee Supports)	Percentage of employees who are aware of the supports available to improve staff mental health and wellness
		Percentage of employees agreeing that their school provides information on where/how to access supports for staff mental health and wellness