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Every School Has a Story

We partner with you to develop tailored, comprehensive services that match the need of your school and the community it serves. We meet you where you are, and focus on your instructional vision, initiatives, and goals. We work together with leaders and teachers to strengthen instructional systems and practices to improve outcomes for ALL students.

We go beyond school improvement to partner with you for school advancement. School achievement scores and community needs may influence where your journey begins and your Pathway to Advancement, but not your destination.

Select Your School’s Pathway to Advancement

No matter the starting place, we believe every school can achieve its full potential, attain empowered learning, and eliminate achievement gaps. The Pathway chosen determines the tailored, comprehensive services a school receives.

If achievement scores have been persistently low for consecutive years
If achievement scores have fluctuated yearly or plateaued
If achievement scores have consistently met expectations for most, but not all
Scroll down for more detail

More Information on the Pathways and Their Destination

Watch the videos below or use the chart to determine your starting place or Pathway to Advancement and learn about the Empowerment Destination. Every school, regardless of its starting place, can become great.

EMERGE PATHWAY

ELEVATE PATHWAY

ENHANCE PATHWAY

Achievement Scores

Scores on achievement tests have been below grade level proficiency across most grades for consecutive years.

More About Achievement Scores

Scores on achievement tests for one or more student groups have been consistently below grade level proficiency. The state has rated the school’s achievement as among the lower 5 – 10% of schools receiving Title I funding, or one-third or more students do not graduate from high school, or the state has designated the school for Comprehensive Support and Improvement (CSI) under ESSA.

Emerge Indicators

  • Typically serves a high percentage of students who have been historically marginalized
  • Majority of students enter school without readiness skills and knowledge

More Emerge Indicators

  • Average socioeconomic level of families is usually low
  • Instruction is often significantly impacted by an “unsystematic” environment, low rigor, and student behavior challenges
  • High student mobility and chronic absenteeism
  • High teacher and/or principal turnover
  • High number of uncertified teachers
  • High absenteeism among teachers
  • Considerable loss of instructional time due to student behavior challenges, and/or classroom routines
  • Students in hallways without purpose or permission during instruction

Achievement Scores

Scores on achievement tests have a history of fluctuating or plateauing across multiple grades.

More About Achievement Scores

Scores on student achievement tests may progress one year and regress the next. Scores for one or more student groups have been consistently below grade level proficiency and achievement may have plateaued in some grades. The state has rated the school’s achievement as below average, but not among the lowest 5 – 10% of schools in the state, or the state has designated the school for Targeted Support and Improvement (TSI) under ESSA.

Elevate Indicators

  • Typically serves a mix of students including those who have been historically marginalized
  • Majority of students enter school with minimal readiness skills and knowledge

More Elevate Indicators

  • Average socioeconomic level of families is usually low to middle
  • Instruction is often impacted by an “overcontrolled” environment, low rigor, and sometimes student behavior challenges
  • Moderate student mobility and absenteeism
  • Moderate teacher and/or principal turnover
  • Moderate number of uncertified teachers
  • Most students comply and infrequently challenge authority
  • Moderate loss of instructional time due to student behavior challenges, transitions, and/or classroom routines

Achievement Scores

Scores on achievement tests have met district and state expectations across most grades.

More About Achievement Scores

Scores on achievement tests for one or more student groups may be below grade level proficiency, but the state’s rating of the school may not be impacted if the group’s size is small. The state has rated the school’s achievement as average or even above average, but not all students have reached grade level proficiency.

Enhance Indicators

  • Typically serves a lower percentage of students who have been historically marginalized
  • Students enter school with a range of readiness skills and knowledge

More Enhance Indicators

  • Average socioeconomic level of families may range from low to high
  • Students from higher socioeconomic backgrounds typically have higher achievement scores while students who have been historically marginalized often have lower achievement scores
  • May or may not face issues with student mobility, absenteeism, and teacher and principal turnover
  • May or may not serve a sizable number of English Learners
  • May or may not receive Title I funds
  • Most students follow rules, demonstrate positive behaviors, and engage in learning activities
  • Pockets of academic rigor may exist in advanced classes, but may not be evident in all classrooms

EMPOWERMENT DESTINATION

As the name suggests, this is a destination, not a starting place. All three pathways lead to this destination vision for instruction. No matter the socioeconomic background of the community, every school can achieve this vision when systems, capacities, and culture mature. This destination is reached when:

All students engage in independent, critical reasoning.
All students demonstrate persistence and self-efficacy.
All students become intrinsically motivated to learn to high levels.
All students are eager for challenges and the opportunity to practice new skills.
All students exhibit the agency required for upward mobility.

Every school, no matter their starting point, can follow our unique systems-based approach and reach the Empowerment Destination.

Achievement Scores

School achievement exceeds expectations across all grades and all students achieve grade level proficiency or higher. Racial, socioeconomic, and other achievement gaps among student groups are eliminated. School achievement is heightened due to the development of instructional systems and resulting enriched, rigorous classroom learning culture.

More on Empowerment Destination

Empowerment Destination Vision

  • Every student reaches high achievement regardless of access to school readiness opportunities in early childhood.
  • Every student develops agency through our model of instruction for deeper learning, intrinsic motivation, high levels of self and peer regulation, and the ability to lead a team with creativity.
  • Every student graduates with the knowledge, skills, and confidence necessary for upward mobility.
  • Every student develops advanced career and life skills including collaboration, decision making, problem solving, creative and critical thinking.
  • Every student learns perseverance to be successful in a digital economy and the next technology revolution.
  • Every student is empowered to transcend barriers to achieve their hopes and dreams.
Scroll down for more detail

EMERGE PATHWAY

Achievement Scores

Scores on achievement tests have been below grade level proficiency across most grades for consecutive years.

Scores on achievement tests for one or more student groups have been consistently below grade level proficiency. The state has rated the school’s achievement as among the lower 5 – 10% of schools receiving Title I funding, or one-third or more students do not graduate from high school, or the state has designated the school for Comprehensive Support and Improvement (CSI) under ESSA.

Emerge Indicators

  • Average socioeconomic level of families is usually low
  • Instruction is often significantly impacted by an “unsystematic” environment, low rigor, and student behavior challenges
  • High student mobility and chronic absenteeism
  • High teacher and/or principal turnover
  • High number of uncertified teachers
  • High absenteeism among teachers
  • Considerable loss of instructional time due to student behavior challenges, and/or classroom routines
  • Students in hallways without purpose or permission during instruction

ELEVATE PATHWAY

Achievement Scores

Scores on achievement tests have a history of fluctuating or plateauing across multiple grades.

Scores on student achievement tests may progress one year and regress the next. Scores for one or more student groups have been consistently below grade level proficiency and achievement may have plateaued in some grades. The state has rated the school’s achievement as below average, but not among the lowest 5 – 10% of schools in the state, or the state has designated the school for Targeted Support and Improvement (TSI) under ESSA.

Elevate Indicators

  • Typically serves a mix of students including those who have been historically marginalized
  • Majority of students enter school with minimal readiness skills and knowledge
  • Average socioeconomic level of families is usually low to middle
  • Instruction is often impacted by an “overcontrolled” environment, low rigor, and sometimes student behavior challenges
  • Moderate student mobility and absenteeism
  • Moderate teacher and/or principal turnover
  • Moderate number of uncertified teachers
  • Most students comply and infrequently challenge authority
  • Moderate loss of instructional time due to student behavior challenges, transitions, and/or classroom routines

ENHANCE PATHWAY

Achievement Scores

Scores on achievement tests have met district and state expectations across most grades.

Scores on achievement tests for one or more student groups may be below grade level proficiency, but the state’s rating of the school may not be impacted if the group’s size is small. The state has rated the school’s achievement as average or even above average, but not all students have reached grade level proficiency.

Enhance Indicators

  • Typically serves a lower percentage of students who have been historically marginalized
  • Students enter school with a range of readiness skills and knowledge
  • Average socioeconomic level of families may range from low to high
  • Students from higher socioeconomic backgrounds typically have higher achievement scores while students who have been historically marginalized often have lower achievement scores
  • May or may not face issues with student mobility, absenteeism, and teacher and principal turnover
  • May or may not serve a sizable number of English Learners
  • May or may not receive Title I funds
  • Most students follow rules, demonstrate positive behaviors, and engage in learning activities
  • Pockets of academic rigor may exist in advanced classes, but may not be evident in all classrooms

EMPOWERMENT DESTINATION

As the name suggests, this is a destination, not a starting place. All three pathways lead to this destination vision for instruction. No matter the socioeconomic background of the community, every school can achieve this vision when systems, capacities, and culture mature. This destination is reached when:

All students engage in independent and critical reasoning.
All students demonstrate persistence and self-efficacy.
All students become intrinsically motivated to learn to high levels.
All students are eager for challenges and the opportunity to practice new skills.
All students exhibit the agency required for upward mobility.

Every school, no matter their starting point, can follow our unique systems-based approach and reach the Empowerment Destination.

Achievement Scores

School achievement exceeds expectations across all grades and all students achieve grade level proficiency or higher. Racial, socioeconomic, and other achievement gaps among student groups are eliminated. School achievement is heightened due to the development of instructional systems and resulting enriched, rigorous classroom learning culture.

The Empowerment Destination Vision

  • Every student reaches high achievement regardless of access to school readiness opportunities in early childhood.
  • Every student develops agency through our model of instruction for deeper learning, intrinsic motivation, high levels of self and peer regulation, and the ability to lead a team with creativity.
  • Every student graduates with the knowledge, skills, and confidence necessary for upward mobility.
  • Every student develops advanced career and life skills including collaboration, decision making, problem solving, creative and critical thinking.
  • Every student learns perseverance to be successful in a digital economy and the next technology revolution.
  • Every student is empowered to transcend barriers to achieve their hopes and dreams.

Every School Can Become Great ...

… especially those with a high percentage of students who have been historically marginalized or adversely affected by poverty.

That is Our Instructional Empowerment Promise!

IE Coaches in South Bend, IN

Our Promise to You!

We meet you where you are with a tailored, comprehensive plan for school advancement.
We work side-by-side, walk your schools, and own your data with you.
We hold ourselves accountable because we are invested in your school.
We build effective teams to strengthen leadership, teachers, and students.
We strengthen instructional systems and practices to improve outcomes for ALL students.