To aid in assessing an organization's development along the continuum of improvement as it relates to each of the above-described strategic areas of focus and indicators, the Consortium has mapped out four stages of development. These stages of development are germane to school districts and campuses. The Consortium framework defines school systems at four stages of improvement:

Emergent

This stage describes a school system that is beginning to recognize the need for change in a strategic area. There is increasing discussion of this need, but the system has not yet decided what actions to take to bring about the change. There are frequent debates about the advisability of the change, and district policy is often silent regarding the nature of the change.

Islands

This stage describes a school system that has some "pockets" of change underway. These initiatives have emerged from discomfort with current practices in some settings. The discomfort is not yet systemic, and the pilot change efforts often tend to emerge from the bottom up within the system. They tend to be isolated from each other, but are beginning to get some broader debate and attention at the policy and central office levels regarding their effects and possible consequences for the system.

Integrated

This stage describes a school system that has formally decided on and is integrating significant strategic changes across the entire system-moving from isolated to systemic changes in policy, management, and instructional practices. The system generally operates from the best of what we know about highly effective organizations. Such systems are widely recognized as leaders in strategic improvement and even called on for advice in shaping state policy. While the system's strategic improvements are well defined and carefully implemented, a district at this stage continues to focus on making the changes truly pervasive across the system, including engendering strong understanding, support and collaboration from the broader community.

Exemplary

This stage describes a school system that demonstrates unusually high levels of student and organizational performance. It is constantly "pushing the envelope" - continuously learning from its data and experience, never totally satisfied with current levels of organizational effectiveness. The system also monitors future trends within and outside the community to determine where new policies and practices (and paradigms) might be needed down the road. It expends considerable efforts in planning for these adjustments. Some might call this level "world class" in that such exemplary practices are attainable, but unmatched by most other educational systems around the world. Further, because it is recognized for its accomplishments, a district at this level often leads broader efforts in improving quality of life for children, youth and families-both within and outside its local community.