Community & Continuity

Families engaged as partners — family-facing communication, parent learning resources, plain-language policy summaries, home guidance on device and screen use, AI literacy for parents, structured input channels, crisis-communication protocols, and a public AI-tools / data-collection document.

How the district engages the broader community — local media, civic organizations, faith communities, businesses, local government, higher education, and community technology partners. Public-facing communication, partnerships, advocacy, and regional / national participation.

How the district measures whether tech / AI / digital wellness work produces intended outcomes — cognitive (attention, deep reading, judgment), academic, social-emotional, equity, family-engagement metrics. What is measured, how often, how analyzed, how it informs decisions.

Discipline of treating the tech ecosystem as a living system — annual review, policy revision, ecosystem recalibration, leadership transition continuity, TERI re-audit cadence. Distinct from 5.3 (outcomes): this asks whether the system itself is being maintained and improved.

Structured peer learning with other districts and regional networks — regional ed service agencies, national superintendent and CTO networks, peer-district learning partnerships, cross-district shared practices. Ecosystem-level work rarely succeeds in isolation.