The Washington Elementary School District #6 Governing Board has adopted the Student Outcomes Focused Governance Framework. The framework is built around six key competencies designed to optimize board actions and establish the conditions for meaningful student progress. These competencies include:

• Vision & Goals: Defining and prioritizing clear, ambitious goals for student success.
• Values & Guardrails: Establishing values and constraints for decision-making to guide the board and superintendent's actions.
• Monitoring & Accountability: Ensuring consistent tracking of progress and holding responsible parties accountable.
• Communication & Collaboration: Promoting transparent, collaborative communication among all stakeholders.
• Unity & Trust: Fostering a cohesive board environment and trust within the school community.
• Continuous Improvement: Committing to ongoing learning and adjustment of strategies to improve student outcomes.

APPROVED BOARD GUARDRAILS - December 12, 2024

1. The board shall not direct day-to-day operations in the district. This guardrail emphasizes the board's role in governance rather than management.
   
   
2. The board shall not focus on inputs and outputs at the expense of student outcomes. This ensures that the board remains focused on the ultimate goal of improving student learning and achievement.
   
   
3. The board shall not behave in a manner that is counterproductive to the expectations of the behaviors we expect of our students and families. This guardrail highlights the importance of modeling respectful and constructive behavior.
   
   
4. The board shall not go more than two years without reviewing their operating policies. This ensures that the board's policies remain relevant and effective.
   
   
5. The board shall not go more than six months without reviewing stakeholder feedback information or surveys. This guardrail ensures ongoing engagement with and responsiveness to the community.

DRAFT SUPERINTENDENT GUARDRAILS - for the 2025-2026 school year

The Governing Board will adopt no more than five Superintendent Guardrails after vetting them with Washington Elementary District staff, parents, students, and community members for the 2025-2026 school year. 

1. The superintendent shall not reduce the time, resources, or opportunities allocated to specials (e.g., Music, Art, PE) or recess to achieve academic goals. 
   
   
2. The superintendent shall not allow discipline to be disproportionate between different demographic groups (e.g., Racial or Ethnic Minorities, Students with Disabilities, English Language Learners).
   
   
3. The superintendent shall not allow teacher attrition to increase without addressing underlying issues.
   
   
4. The superintendent shall not permit schools to reduce or avoid community engagement activities without student and family input.
   
   
5. The superintendent shall not neglect the needs of the district’s refugee population within the community. 
   
   
6. The superintendent shall not fail to ensure transparent, clear, and timely communication with all stakeholders. 
   
   
7. The superintendent shall not allow an inequitable distribution of resources across schools. 
   
   
8. The superintendent shall not overlook the importance of cultural responsiveness, including diversity, inclusion, and belonging, in school policies and practices. 
   
   
9. The superintendent shall not neglect the professional development of its educators. 
   
   
10. The superintendent shall not disregard the holistic needs of students, including their social, emotional, extracurricular, and physical well-being.
    
    
11. The superintendent shall not neglect the needs of our special education student population.

DRAFT BOARD GOALS - for the 2025-2026 school year

The Governing Board will adopt three Board Goals after vetting them with Washington Elementary District staff, parents, students, and community members. 

English Language Arts (ELA)

• Decrease the percent of 3^rd grade students who are minimally proficient in English Language Arts (ELA) from 60% to 45% by Spring of 2029.
  
  
• The cohort of 2029 (8th grade promotion) will increase the English Language Arts (ELA) Arizona’s State Assessment proficiency from 26% as 3rd graders (Spring 2024) to 41% as 8th graders by Spring 2029.
  
  
• The percent of 3^rd grade students who score proficient on the State English Language Arts (ELA) Assessment will increase from 26% in the Spring of 2024 to 41% by Spring of 2029.

English Language Learners (ELL)

• Increase the percent of K-3 English Language Learner (ELL) students who are intermediate or proficient on the English Language Learner Assessment from 17% to 32% by Spring of 2029.
  
  
• The percent of English Language Learner (ELL) students who score proficient on the English Language Learner Assessment will increase from 10% in Spring of 2024 to 22% by Spring of 2029.
  
  
• The percent of English Language Learner (ELL) students who score proficient on the English Language Learner Assessment in Spring of 2024 will increase from 10% to 23% by Spring of 2029.

Math

• The percent of students demonstrating proficiency in the current 7^th grade on the Arizona State math assessment will increase from 19% in Spring of 2024 to 34% by Spring of 2029.