District 6 often abbreviates names with multiple words by using the first letter of each word. Some common examples are listed below.

• CMAS - Colorado Measures of Academic Success (see below for the definition)
• ELA - English Language Arts (formerly known as reading and writing)
• ICAP - Individual Career and Academic Plan (see below for the definition)
• PLP - Personalized Learning Plan (see below for the definition)

Short-term and specific items used to accomplish the strategies. Assigned to individuals or small teams with an identified timeline. Identified by the Action Team; adaptable and responsive to current needs while remaining aligned with the strategy.

Sub-group of Strategic Plan Team that focuses on specific Actions and Tasks.

Also known as employee resource groups (ERGs), affinity groups bring together employees with similar backgrounds, interests, or social identities. These groups help build community and relationships in an effort to attract, support, and retain employees from diverse backgrounds.

Authentic assessments use creative learning experiences to test students' skills and knowledge in realistic situations. Authentic assessments measure students' success in a way that is relevant to the skills required of them once they have finished school.

The Colorado Measures of Academic Success (CMAS) are the state's common measurement of students' progress at the end of the school year in English language arts, math, science, and social studies.

Educating all students to high levels through knowing, valuing, and using their cultural backgrounds and learning styles as assets within the context of teaching.

Using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.

The online tool created to show the progress being made on the Innovation2030 Outcomes and Measures.

Differentiation involves tailoring instruction to meet individual needs in the content, process, products, or learning environment.

To support school districts in implementing the evaluation requirements, the Colorado Department of Education (CDE) developed a model system as an option for districts to use for educator evaluations. CDE worked with a variety of stakeholders to design, develop and pilot the Colorado State Model Evaluation System, known as Educator Effectiveness. 

The basic purposes of the statewide system to evaluate the effectiveness of licensed personnel are:

• To ensure that all licensed personnel are evaluated using multiple, fair, transparent, timely, rigorous, and valid methods, fifty percent of which is determined by the academic growth of their students;
• To ensure that all licensed personnel receive adequate feedback and professional development support to provide them a meaningful opportunity to improve their effectiveness; and
• To ensure that all licensed personnel are provided the means to share effective practices with other educators throughout the state.

District 6 is made up of three different employee groups: Classified, Certified, and Administrative/Professional/Technical (APT).

• Classified: support staff who are subject to overtime rules
• Certified: licensed staff who are covered through the Master Contract
• APT: staff including principals, administrators, district office directors, and others who are exempt from overtime rules

Equity recognizes that every person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome.

The Focus Areas are four areas where the district focuses its energy and effort in order to accomplish the mission and vision and are identified by the Board of Education. They are Student Learning & Achievement, Strengthening Partnerships, Climate & Culture, and Operational and Organizational Effectiveness.

District 6 uses this web-based tool to track job applicants and schedule substitutes (guest teachers).

The long-term framework that guides district-wide work within each focus area. Identified by the Board of Education.

A multi-year process that intentionally guides students and families in the exploration of career, academic and postsecondary opportunities. With the support of adults, students develop the awareness, knowledge, attitudes, and skills to create their own meaningful and powerful pathways to Postsecondary and Workforce Readiness (PWR).

The district’s adopted student information system, housing student schedules, grades, attendance, behavior, etc. as well as household and other contact information.

A high school transition program that welcomes freshmen and makes them feel comfortable throughout the first year of their high school experience.

Specific targets used to assess progress on strategies, actions, and tasks.

The District 6 core purpose and reason for existing. Adopted by the Board of Education.

A comprehensive college, career, and life readiness tool that helps districts and schools align student strengths and interests to postsecondary goals, improving student outcomes and connecting learning to life.

General, long-term methods used to accomplish the Goals. Assigned to teams with an identified timeline. Identified by the Steering Committee.

Onboarding is the practice of bringing a candidate through the process of becoming an employee, including salary and orientation conversations.

Statements that identify the intended result or impact of the work and track progress toward Goals and Objectives. Outcomes are measurable and achievable within a specific time frame. Outcome progress is visible to the public on the Data Dashboard. Identified by the Steering Committee.

People-first language puts the person before the situation or disability, and describes what a person has, not who a person is. For example, using the description ‘a person with dyslexia’ is preferred over saying ‘a dyslexic.’

A plan that customizes learning for students and allows students and families to set learning goals based on personal, academic, and career interests with the close support of teachers.

PK-13 describes a student’s career from preschool through high school completion.

Reverse mentoring pairs younger employees with senior team members to exchange skills, knowledge, and understanding on various topics. The process recognizes that there are skills gaps and opportunities to learn on both sides of a mentoring relationship, and flipping the traditional format on its head can be very beneficial for both parties.

A method in which teachers offer a particular kind of temporary support to students as they learn and develop a new concept or skill.

Stakeholders are the group of people that share a common interest and concern for the district.

A team comprised of district leadership that sets the strategic priorities within Innovation2030.

The process of deciding the district-wide direction and priorities, and aligning the resources to accomplish the actions necessary to meet them.

Specific plans used to accomplish the Objectives. Assigned to teams with an identified timeline. Identified by the Steering Committee and Action Teams; adaptable and responsive to current needs while remaining aligned with the Objective.

Daily or very short-term activities that carry out the intent of the Actions. Assigned to individuals or very small teams with an identified timeline. Identified by the Action Team; adaptable and responsive to current needs while remaining aligned with the Action.

A course track that Greeley Central High School students can choose if they are interested in a career in teaching.

District 6’s deeply held and enduring priorities. Adopted by the Board of Education.

District 6’s desired future state; provides direction for the organization. Adopted by the Board of Education.

WEB, which stands for "Where Everybody Belongs" is a middle school orientation and transition program that welcomes 6th/7th graders and makes them feel comfortable throughout the first year of their middle school experience.