Representation 
| - Leadership teams do not include stakeholders.
- Stakeholders do not have an opportunity to voice their questions and concerns related instruction.
| - Leadership teams identify a stakeholder as someone from the education system who is also a stakeholder.
- Stakeholders who are already aware of instruction have opportunities to voice their questions and concerns.
| - Leadership teams include stakeholders.
- Stakeholders know who represents them in discussions about instruction and have multiple opportunities to voice their questions and concerns.
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Transparency 
| - Stakeholders find out about instruction and plans after are complete.
- Stakeholders have to go through a complex process to find out what is happening related to instruction. Agendas for meetings are rarely provided publicly.
- Most stakeholders in the community do not know what standards are and how implementation decisions have been made.
| - Stakeholders find out what is happening related to curriculum and instruction planning via a variety of communication formats.
- Agendas for discussion are usually publicly provided. Decision-makers are made obvious to stakeholders, though accessing them is difficult for many families in the community.
| - Implementation process and plans include multiple, explicit opportunities to engage stakeholders.
- Stakeholders know how their input will be used to inform instruction.
- Decision-makers are made obvious to stakeholders and they ensure there are strong systems in place to respond to questions, suggestions and concerns related to instruction.
- Most stakeholders in the community, regardless of socioeconomic status or language, know what standards means, and how and when to engage in the curriculum and instruction process.
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Equity 
| - No efforts are made to engage diverse members of the community in instruction plans.
- Stakeholder groups are not represented in instruction planning discussions.
| - Some efforts are made to engage diverse members of the community in instruction plans.
- Stakeholder groups are present in instruction planning discussions, although they are treated by others in the group more as “token” stakeholders for diversity than true advocates.
| - Significant efforts are made to engage diverse members of the community in planning for instruction.
- Inequities in stakeholders access and power are addressed openly and honestly.
- Education leaders help build a culture of trust and actively encourage stakeholders to voice their perspectives and challenge assumptions in conversations about instruction.
- Stakeholder groups are present, actively engaged in planning for instruction discussions and treated as true advocates by others in the group.
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Information 
| - Few or no stakeholders understand how instruction will affect children and school.
- Documents shared with stakeholders are often multiple pages in length, complicated, filled with education jargon and only available in English.
| - Some stakeholders understand how instruction will affect children and school.
- Documents shared with stakeholders are written with a stakeholder audience in mind.
- If there are stakeholders in the community who speak a language other than English, these documents are translated into the next most spoken language.
| - Most stakeholders understand how instruction will affect children and school, as well as what actions they can or should take with this information.
- Information shared with stakeholders is presented in multiple formats, with a stakeholder audience in mind, and makes use of visuals.
- If there are stakeholders in the community who speak a language other than English, these documents are translated into most or all of these other languages.
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Accessibility 
| - Where opportunities for stakeholders to inform instruction plans exist, they happen during work hours, are only in English, and are held at locations convenient for education officials.
| - Opportunities for stakeholders to inform instruction happen at multiple locations and times of day; these opportunities are sometimes well-publicized.
| - Opportunities for stakeholders to inform instruction happen at multiple times of day and locations, as well as through well-publicized multimedia and survey opportunities.
- Planning for stakeholder input is done in partnership with community organizations and/or leaders who have deep relationships with the community.
- Accommodations for disability, transportation, interpretation and child care are addressed to remove barriers to stakeholder participation.
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Feedback 
| - Opportunities for stakeholder input into instruction are limited to a one-time meeting or survey.
| - There are up-front opportunities to inform instruction plans.
| - In addition to up-front input to inform planning, there are ongoing opportunities for stakeholders to give feedback on instruction after plans have been established.
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