SLLA flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Vision statement

A future-oriented statement describing the desired state the school seeks to attain, used to guide long-term direction and mobilize stakeholder commitment.

Mission statement

A present-oriented declaration of the school's core purpose, identifying whom it serves and what it does to fulfill that purpose.

SMART goals

Goal criteria requiring that objectives be specific, measurable, achievable, relevant, and time-bound so progress can be monitored objectively.

Bolman and Deal frames

Four diagnostic lenses on organizations - structural, human resource, political, and symbolic - used to interpret the same problem from multiple perspectives.

Kotter's eight steps

Change model sequencing urgency, a guiding coalition, vision, communication, empowerment, short-term wins, consolidation, and anchoring new practices in culture.

Lewin's change model

Three-stage model: unfreeze existing practices by creating readiness, implement the change, then refreeze to institutionalize new routines.

Backward design

Wiggins and McTighe's approach that first identifies desired results from standards, then acceptable evidence, then the learning experiences and instruction.

Formative assessment

Ongoing checks for understanding during instruction that generate feedback and let teachers and students adjust learning in real time.

Summative assessment

Assessment administered at the end of a unit, course, or year to judge achievement against standards; described as assessment of learning.

Differentiated instruction

Adapting content, process, product, or environment in response to student readiness, interests, and learning profiles while holding standards constant.

Multi-Tiered System of Supports

A framework of universal Tier 1 instruction, targeted Tier 2 interventions, and intensive Tier 3 supports, with movement between tiers decided by progress data.

Professional learning community

A team of educators that meets regularly, focuses on student learning, works interdependently, and uses results to change instructional practice.

Incident Command System

Standardized emergency structure assigning five functions - command, operations, planning, logistics, and finance - so schools and agencies coordinate during a crisis.

Emergency plan phases

Comprehensive school emergency management comprises prevention-mitigation, preparedness, response, and recovery, each with assigned roles, training, and evaluation.

FERPA

Federal law giving parents the right to inspect and amend education records and requiring consent before disclosure, with exceptions such as directory information.

Supplement not supplant

Federal requirement that categorical funds such as Title I add to, rather than replace, the state and local funds a school would otherwise receive.

Master schedule

The building-level allocation of time, staff, and space that determines instructional minutes, intervention blocks, and common planning time.

Epstein's six involvement types

Parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community form the framework for family and community partnerships.

School-parent compact

A Title I written agreement among school, parents, and students describing shared responsibilities for improving student achievement and building capacity.

Overlapping spheres of influence

Epstein's model depicting family, school, and community as interacting spheres whose overlap produces stronger student development and shared responsibility.

Funds of knowledge

The skills, practices, and cultural resources students bring from home and community, used as assets for instruction rather than deficits to overcome.

Two-way communication

Ongoing exchange in which schools share information and actively solicit family input, delivered through multiple channels and in home languages.

Equity versus equality

Equality provides identical resources to all; equity allocates support according to need so outcomes are not predicted by race, income, or disability.

Implicit bias

Unconscious attitudes and associations that shape judgments and decisions, potentially producing disproportionate discipline or referral patterns in schools.

Disproportionality

Overrepresentation of a racial, linguistic, or disability group in a category such as suspension, special education, or gifted placement relative to its enrollment share.

Goss v. Lopez

Supreme Court ruling that students facing suspension of ten days or less must receive oral or written notice and an opportunity to respond.

Restorative practices

Approaches that respond to misbehavior by repairing relationships and harm through dialogue and accountability rather than exclusion or punishment alone.

Every Student Succeeds Act

2015 federal law replacing No Child Left Behind that returns accountability design to states while requiring annual reporting on subgroup performance.

Least restrictive environment

IDEA requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when supports are insufficient.

Endrew F. v. Douglas County

2017 ruling that an IEP must be reasonably calculated to enable meaningful, appropriately ambitious progress, exceeding de minimis benefit.

Distributed leadership

Leadership exercised across roles and expertise rather than held only by formal position, extending influence to teachers, teams, and support staff.

School board governance

An elected local board sets district policy, adopts the budget, and hires the superintendent, who implements policy and leads daily district operations.