This page explains the process before users enter the district or building path. Each stage names what the district does, what buildings do, which tool supports the task, and what should be produced.
The project is strongest when district and building responsibilities are connected but not blurred. The district provides the framework, launch direction, communication, support, and response cycle. Buildings use that direction to plan practical grade-band implementation and report what is happening each quarter.
Important distinction: district tools support launch, coherence, and follow-through. Building tools support local planning, implementation, evidence review, and quarterly updates.
This workflow is intended to serve as a flexible framework for collective success, not a rigid timeline. District leadership determines the overall pacing and launch strategy, but meaningful implementation happens within individual school buildings. Success depends on shared ownership across all levels. Before tools are launched, districts and buildings should collaborate closely, seeking the perspectives of teachers, staff, families, students, and community partners. Strong consensus is built when those perspectives are heard, valued, and reflected in the process.
Local-control model: Buildings generate Summary Reports and submit them through the district's local process. Districts keep control of their own documents, responses, and records.
Build shared urgency and help leaders understand why student preparation must extend beyond graduation requirements.
Building leaders and staff begin with the same purpose and understand that this work strengthens existing instruction and support.
Use the seven domains to clarify what the district is trying to strengthen across schools.
Consider how each domain connects to student experience, adult practice, support routines, and grade-band needs.
Identify the starting domain, participating buildings, grade bands, support contacts, timeline, and first-cycle commitments.
Understand which domain, grade bands, timeline, and support structures apply to the building.
Communicate the purpose, reduce confusion, explain why the work begins in the early grades, and clarify that this is not an added layer.
Create a shared understanding of the focus, the grade-band expectations, and how the work connects to current instruction and supports.
Help buildings remove barriers, locate resources, protect time, and connect implementation to district priorities.
Use the appropriate domain guide to identify student experiences, adult actions, implementation examples, evidence, and local next steps.
Read what was implemented, what evidence was reviewed, what changed, what barriers remain, and what support is requested.
Provide a concise update at the end of each quarter using structured fields and limited free-form text.
Return feedback, name support actions, track whether the response is pending or complete, and identify barriers that require district attention.
Review the district response, adjust the local implementation plan, and continue the next quarterly cycle.
The district is not simply handing work to buildings. Buildings are not working in isolation. The process is designed as a recurring cycle of launch direction, building implementation, quarterly summary, district response, and adjusted support.