SAGE contracts must include information about:

The district's objectives for students' academic achievement performance:

• Improvement on the Wisconsin reading comprehension test
• Attainment of educational goals adopted by the school board
• Professional development with the objective of improving pupil academic achievement
• Methods by which the school involves pupils, parents or guardians and other district residents in decisions affecting the school.

The performance objectives must consist of:

• Content standards: Describe what students will be expected to know and be able to do as a result of being enrolled in SAGE;
• Performance standards: Describe what students will be asked to do to provide evidence they have met each of the content standards;
• Proficiency standards: The degree of proficiency represented by various levels of achievement on the performance standards.

DPI will provide forms to identify these standards as part of contract development materials. DPI recommends schools identify two to five key objectives in each of the required subjects at each grade level. The agency may also ask districts for other information, including the current level of student performance, how that performance compares to other children and schools, and the school's current goals for improving academic achievement.

Each contract must include information about district educational goals, including:

• A copy of existing educational goals established by the district and school relating to :
• The grades covered by the SAGE program;
• A description of the extent to which the school and its pupils attained the goals;
• The methods used to determine attainment
• The school's plan for achieving district goals or improving current performance.

Contracts should provide information about district staff development programs intended to help SAGE teachers improve student achievement.

The contract should also include a description of the school's collaborative decisionmaking process:

• A description of how the school involves pupils, parents and other residents in decisions affecting the school;
• The school's plan for implementing such a process if none currently exists;
• Goals to increase student, parent and community involvement;
• Data that the school will provide to document achievement of those goals.