2.3

In our school. . . > __students with disabilities?__ > __students who are English Language Learners?__ > __minority students?__ > __boys and girls?__
 * 1) Do __all teachers__ take ownership of __all children__ in the school?
 * 2) Do all teachers take shared responsibility for the success of
 * 1) Does our school's leadership team have a clear picture of the __successes and challenges__ of students with disabilities?

If every teacher shared responsibility for students with disabilities, English Language Learners, and minority students, as well as "regular" students, it means they would be "able to respond." How would you see this level of responsibility in action in a school?
 * Envisioning**


 * 1) different rules for different buildings?
 * 2) a lot closer than it used to be; 'we're all on the same team'; but, we still have room for improvement here
 * 3) curriculum articulation clarity (what students should know/have mastered) at each grade level
 * 4) not pointing fingers - rather, help each student where they are academically
 * 5) academics is a narrow picture of the citizens they are and are going to be
 * 6) post-graduate survey (5 years out)
 * 7) twitter - teachers post what they did at school, parents informed to follow-up with conversation at home with students