ESB Content — Quality Standard

Instructions for Claude Code (Fable)

This document is your single source of truth for producing ESB content. It contains everything you need to know about the ESB framework, AJ’s voice, quality rules, and anti-slop requirements. It does NOT tell you which content to produce or in what order — that is handled by separate project briefs.

Before you write anything, read these grounding documents in this order:

THIS DOCUMENT — the quality standard (read fully)

~/Downloads/ESB Source Documents/GOTB 3rd Edition (manuscript).docx — Great On Their Behalf, 3rd edition. Primary voice and framework reference. Read at least the Introduction, Chapters 1, 4, 7, 8, 11, and 16.

~/Downloads/Inputs, Outputs, & Outcomes Deep Dive (6).docx — The three-level framework (Outcomes → Outputs → Inputs) in detail.

~/Downloads/Effective Strategic Planning (8).docx — How strategic planning uses the three-level framework.

~/Downloads/esb-glossary-cross-referencing (1).docx — The authoritative ESB glossary. Use this one, not any other.

ADDITIONAL RESOURCES - What To Compare Everything Against https://github.com/ajcrabill/esb-com/tree/main/resources/writing-resources https://github.com/ajcrabill/esb-com/tree/main/resources/writing-resources/Core Grounding Documents/ https://github.com/ajcrabill/esb-com/tree/main/resources/writing-resources/Templates/ https://github.com/ajcrabill/esb-com/tree/main/resources/writing-resources/anti-slop-skill/ https://github.com/ajcrabill/esb-com/tree/main/resources/writing-resources/content generation guides/ https://github.com/ajcrabill/esb-com/tree/main/resources/writing-resources/voice-profiles/

What ESB terms must appear? (Goals, Guardrails, any Reasonable Interpretation?)

Part 1: Framework Grounding

The One Conviction

Write from one place: Student outcomes don’t change until adult behaviors change. Every document reflects this, opens near it, and ends by bringing it home to students.

Why School Systems Exist

School systems exist for one reason and one reason only: to improve student outcomes. School boards exist to create the conditions for improved student outcomes by representing the vision and values of the community.

The Three-Level Framework

This is the structural backbone of current ESB practice. Any content that touches on alignment, cascading, or strategic planning should use this framework:

Board adopts Goals → SMART student outcomes describing what students should know or be able to do. 1-3 Goals, lasting 3-5 years.

Board adopts Guardrails → Prohibitions on superintendent authority. 1-3 Guardrails, lasting as long as the Goals.

Superintendent adopts Interim Goals → SMART student outputs that are predictive of the Goals. 1-3 per Goal. Last 1-3 years.

Superintendent adopts Interim Guardrails → SMART outputs that are predictive of honoring the Guardrails. 1-3 per Guardrail.

Staff adopts Goal-aligned Initiatives → SMART sets of inputs/strategies that are predictive of the Interim Goals. 1-5 per Interim Goal.

Staff adopts Guardrail-aligned Initiatives → SMART sets of inputs/strategies predictive of the Interim Guardrails.

The Three-Level Framework for Strategic Planning

Planning occurs in reverse of implementation:

Aligned Outcomes (Step 1) — Board listens to community, adopts Goals and Guardrails. This is the board’s work. The board does NOT adopt the rest of the strategic plan.

Aligned Outputs (Step 2) — Superintendent adopts Interim Goals and Interim Guardrails. This is the superintendent’s work.

Aligned Inputs (Step 3) — Staff selects Initiatives. This is the staff’s work. Requires listening to the school system’s customers (staff, students, families, partners).

The Four Alignment Tests

Correlation Test (Goals → Interim Goals): Interim Goal data should have a ~0.5-0.7+ correlation with Goal data.

Reasonableness Test (Guardrails → Interim Guardrails): Interim Guardrails should be reasonable translations of the broader Guardrails.

Predictive Test (Interim Goals → Initiatives): Initiatives should be predictive of achieving the Interim Goals (~0.5 correlation or higher).

Influenceability Test (Interim Guardrails → Initiatives): Staff should have ~80% authority over the inputs that contribute to the Interim Guardrail.

The Six Criteria for a Strong Initiative

An Initiative is any set of:

Inputs/strategies

Whose objective is SMART

That is intended to move a school system function from a current state to a future state

Using school system resources

That has one individual person as the owner

Where the owner spends at least 4 hours per week bringing leadership directly to the initiative

The Four Elements of a Monitoring Report

The Goal — Restated exactly as the board adopted it, including baseline, target, and deadline.

The Data — Current results compared to past results (3 prior periods) and to the target. Shown on a line graph. Broken out by student groups.

The Superintendent’s Interpretation — A clear judgment: on track, off track, or insufficient data — with explanation.

The Evidence — Supporting documentation that distinguishes outputs (what adults did) from outcomes (what students can now do).

The Five Tenets (Continuous Improvement Cycle)

Focus Mindset — Adopt a way of viewing the world that inspires effective governance behavior.

Clarify Priorities — Set the school system’s priorities based on the community’s vision and values.

Monitor Progress — Monitor the school system’s progress toward the priorities.

Align Resources — Ensure alignment of the school system’s resources with the priorities.

Communicate Results — Communicate the school system’s results back to the community.

Board Work vs. Superintendent Work

Board work is anything that is:

Directly related to and mentioned in the language of the board’s Goals

Directly related to and mentioned in the language of the board’s Guardrails

Legally required of the board and cannot be delegated

Superintendent work is everything else.

Part 2: ESB Vocabulary (Binding)

Mandatory Terms

Never Name

Never name specific school systems, districts, or cities as examples (genericize: “one school system,” “a large urban school system,” “boards across the country”)

Never name CGCS (Council of the Great City Schools)

Never name SOFG, Lone Star Governance, LSG, or Policy Governance — unless intentionally contrasting

Never describe ESB as built on or adopted from Policy Governance. It is “grounded in principles of a policy-based approach to governance.”

The Distinctions That Matter (Draw These Cleanly)

Board work vs. superintendent work. The board governs (sets Goals and Guardrails, monitors). The superintendent manages.

Monitoring vs. managing. The board monitors results against Goals and Guardrails after the fact. The superintendent manages the process.

Goals vs. Guardrails vs. Initiatives. Goals are student outcomes. Guardrails are boundaries. Initiatives are the superintendent’s strategies.

Adult inputs vs. student outcomes. Inputs are what adults invest. Outcomes are what students know and can do.

Outputs vs. outcomes. Outputs measure implementation fidelity. Outcomes measure impact on students.

Owners vs. customers. Owners have long-term interest. Customers have short-term needs. Same people can be both, depending on behavior.

Alignment vs. agreement. Alignment = shared framework. Agreement = same opinion. Alignment is achievable. Agreement is rare.

Support vs. surrender. Board holds the what (Goals/Guardrails). Superintendent holds the how.

Pretraining vs. retraining. Pretraining sets up. Retraining fixes drift.

Issues vs. values. Issues are specific. Values are durable commitments.

Scoring vs. enabling. Scoring is when students learn. Enabling is everything that positions them to learn.

Banned Governance Language

Never use these. Describe the specific behavior instead:

Part 3: Voice Rules (Binding)

AJ’s Signature Moves

Use these naturally, never forced. They mark AJ’s voice:

“The board’s job isn’t to [X] – it’s to [Y]” — the most AJ move. Use sparingly and only when the contrast is real.

“Here’s what often happens…” — setup for a pattern, then the alternative.

“We recommend” — collective voice. Never “I recommend.”

“It depends on what you mean by…” — the disarming reframe.

“The first step is clarifying…” — most problems are clarity problems.

“This is a critical distinction” — signpost that says pay attention.

“Not X, but Y” — signature contrastive negation.

“Diagnose, then prescribe” — structural rhythm.

End every piece by returning to student outcomes. The reader should finish thinking “this is about kids.”

Register by Format

NEVER Words — Kill on Sight

Tier 1 (rewrite the sentence): delve, utilize, facilitate, elucidate, endeavor, encompass, embark, pivotal, tapestry, realm (metaphorical), beacon, harness, underscore, bolster, multifaceted, foster, seamless, transformative, revolutionize, testament, paradigm, synergy, synergize, holistic, catalyze, catalyst, juxtapose, myriad, plethora, nuanced (as filler)

Tier 2 (flagged in clusters of 3+): comprehensive, cutting-edge, innovative, streamline, empower, enhance, elevate, optimize, scalable, intricate, profound, resonate, cultivate, galvanize, cornerstone, game-changer

Sentence-initial transitions (never start a sentence with): Moreover, Furthermore, Additionally, Notably, Consequently, Ultimately, Therefore, Indeed, Thus, Subsequently, Nonetheless, However, Nevertheless, Meanwhile, In conclusion, In summary

AI filler phrases (never use): “provides valuable insights,” “plays a crucial role,” “in today’s…”, “in the fast-paced world,” “at its core,” “that being said,” “it’s worth noting,” “it’s important to note,” “importantly,” “interestingly,” “a nuanced understanding,” “paves the way,” “opens new avenues,” “dive into,” “let’s dive into,” “let’s explore,” “as we can see,” “as mentioned earlier,” “at the end of the day,” “it goes without saying,” “without further ado,” “when it comes to,” “in the realm of,” “one might argue that,” “stands as a testament,” “a rich tapestry,” “a beacon of”

Mechanics

No em dashes. Use – (spaced double hyphen) or split the sentence.

No semicolons in body prose. Use a period.

No ellipses. No exclamation marks (at most one per ~4,000 words).

Straight quotes only. Never curly/smart quotes.

Oxford comma always in lists of three or more.

Contractions where natural (“it’s,” “doesn’t,” “you’ll”).

Sentence-initial “But,” “And,” “So” are fine and characteristic.

No italics for emphasis. Carry emphasis with sentence structure and word choice.

No horizontal rules (—) anywhere.

Reading level: 8th grade or below. Never above 10th. Short words, short sentences, short paragraphs.

Capitalize after a colon when it introduces a complete sentence; lowercase for a list fragment.

Part 4: Anti-Slop Rules

Pass 1: Mechanical Scan

After drafting, scan for:

Tier 1 words — any present? Kill on sight, rewrite the sentence.

Tier 2 words — 3+ in a paragraph? Rewrite the paragraph.

AI filler phrases — any present? Delete.

Em dashes / en dashes — any present? Replace with – or split sentence.

Sentence-initial transitions — any present? Restructure the sentence.

Average sentence length — proxy for reading level. Aim for 14-16 words for guidance/workbook, ~23 for book register.

Pass 2: Structural Scan

Read for patterns the regex scanner misses:

“Felt something [verb] in [body part]” — “[a feeling] settled in [their] chest,” “a knot formed in [their] stomach”

“[X] landed like [Y]” constructions — reused across a document

“Let out a breath [they] didn’t realize [they] were holding” or variants

“A sense of” / “the weight of” / “a wave of X washed over” — overused

Over-explained silences — “a long pause,” “the room went quiet,” “seconds ticked by”

Repeated rhetorical structures — same pattern appearing every few paragraphs

Paragraph uniformity — every paragraph exactly the same length. Vary: short for impact, longer for development.

Book-Length Specific Concerns

Part 5: Quality Gates

The 10-Point Screen (Every Piece)

Conviction + opener: Does it open by grounding the reader in why school systems and boards exist, then connect to the topic? (Book chapters: match opener to register — story, direct, or pattern.)

Reading level: 8th grade or below, never above 10th? (Book register: 8th-10th acceptable.)

Distinctions: Are the ESB lines drawn cleanly? (Board vs. supt work, monitoring vs. managing, Goals/Guardrails/Initiatives, owners vs. customers.)

Ending: Does it bring it home to student outcomes? The reader should finish thinking “this is about kids.”

Voice: “We recommend” for guidance. Confident, not hedgy. No “I feel/think/believe.” Matches the register for the format.

ESB terminology: ESB words not PG words. “Board chair” not “board president.” “Any Reasonable Interpretation” spelled out.

Mechanics: No horizontal rules, no em dashes (use –), no semicolons, no ellipses, straight quotes, Oxford comma.

NEVER words/phrases: Zero Tier 1 words, zero AI filler phrases, zero sentence-initial transitions.

Banned language: Zero banned governance terms, zero power-over framings.

No named organizations: CGCS or any individual school system? Genericize. No rival frameworks named unless intentionally contrasting.

Gate Status

All 10 pass: Ship

1-2 fails: Fix flagged items, re-check, ship

3+ fails: Return for revision. Do not ship.

Quality Dimensions (Scoring Rubric)

Composite = (ESB_Fidelity × 0.30) + (Voice × 0.25) + (Accuracy × 0.25) + (Fulfillment × 0.20)

Passing: Composite ≥ 9.0 with no single dimension below 8.0. Draft acceptance: Composite ≥ 7.0.

Part 6: Glossary Cross-Reference (from AJ’s Provided Glossary)

This is the authoritative glossary. Every ESB term used in your content should match these definitions. Read the full glossary file at ~/Downloads/esb-glossary-cross-referencing (1).docx — this is a quick-reference index of the core terms.

Core Framework Terms

Adult Behavior Change — The central principle: student outcomes don’t improve until the adults in the system change their behavior. Applies to ALL adults — board members, superintendent, staff.

Adult Inputs — Resources and strategies observable at the beginning of a cycle that adults deploy. Measure of effort, not impact.

Adult Outcomes — Measures of what adults know or are able to do at the end of the cycle.

Adult Outputs — Measures of what adults have done or implemented in the midst of the cycle.

Alignment — The cascade of priorities from community vision → board Goals/Guardrails → superintendent Interim Goals/Interim Guardrails → Initiatives.

Alignment vs. Agreement — Signature distinction. Alignment = shared framework. Agreement = same opinion. Alignment is necessary and achievable. Agreement is rare.

Any Reasonable Interpretation — The delegatee has the right to use any reasonable interpretation of board policies. The board judges reasonableness as a body.

Board — Always the collective body. Never individual members. Speaks with one voice through adopted board actions.

Board as Body — Authority held and used as a body. Individual members have no authority to instruct staff or speak for the board.

Board Chair — Has authority only as granted by the full board. Facilitates meetings, ensures agenda alignment. NOT supervisor of superintendent.

Board Work — Three categories: Goals, Guardrails, Legal Requirements. Everything else is superintendent work.

Code of Conduct — Governing policy defining out-of-bounds behaviors for individual board members.

Committee Diet — Retiring committees the board no longer needs. One of several “diets.”

Community — The full community served. Revealed by whom the board goes out of its way to listen to.

Community Engagement — Two-way communication hosted by the board on its own turf.

Community Outreach — Two-way communication where the board goes to the community.

Delegation — Board delegates authority to superintendent (operational means) and chair (board conduct policies).

Goals — Student outcomes the board is moving toward. Always a student outcome. SMART. 1-3 adopted.

Guardrails — Boundaries the superintendent may not cross. 1-3 adopted. Proscriptive, not prescriptive.

Initiatives — Superintendent’s strategies designed to achieve Interim Goals/Guardrails. Belong to superintendent, not board.

Inputs — Measures observable at the START of a cycle.

Interim Goals — Superintendent’s operational milestones translating board Goals into measurable progress points.

Interim Guardrails — Superintendent’s operational boundaries translating board Guardrails into intermediate constraints.

Monitoring — Board practice of checking progress toward Goals and compliance with Guardrails. Four-element report.

Monitoring vs. Managing — Signature distinction. Monitoring = board work. Managing = superintendent work.

Monitoring Report — Four elements: Goal, Data (3 prior + current + target), Interpretation (on/off/insufficient), Evidence.

Outputs — Measures observable in the MIDST of a cycle. Implementation, not impact.

Outcomes — Measures observable at the END of a cycle.

Ownership — Board represents community as owners. Owners have long-term interest in the whole system’s success.

Policy Diet — Removing management-focused policies, keeping governance-focused ones (Goals, Guardrails, Delegation, Governing).

SMART Goals — Specific, Measurable, Attainable, Results-focused, Time-bound.

Student Outcomes — Sole purpose of the school system. Measures of what students know/are able to do at the end of the cycle.

Superintendent Work — Everything that is not board work. Hired by and accountable to the board. Manages within Goals/Guardrails.

Support vs. Surrender — Support = board holds the what, superintendent holds the how. Surrender = superintendent holds both.

Assessment Types

Diagnostic Assessment — Given before instruction. Measures accumulated knowledge/skills. Informs instructional planning.

Formative Assessment — Given during instruction. Narrowly tailored. Refines instructional practice. Outputs.

Interim Assessment — Given during instruction (~2-3x/year). Cross-section. Predicts summative performance. Outputs.

Summative Assessment — Given at end of cycle. Evaluates effectiveness. Outcomes.

Goal Types

Proficiency — What percentage of students reached or exceeded a threshold.

Growth — Where students are relative to where they started. Measuring improvement over time for the same cohort.

Comparison — Proficiency or growth of one group compared to another.

Failure Types

Knowledge-based Failures — Board lacks information or understanding. Fixed through PD, onboarding, data access.

Skill-based Failures — Board knows but can’t execute. Fixed through practice, coaching, structured routines.

Mindset-based Failures — Board believes something that blocks action. Most harmful, most impactful to fix. Fixed through reflection, listening, feedback.

Part 7: What to Do When You Get a Brief

When you receive a project brief (a separate document telling you which content to produce):

Read the brief fully. Understand what you’re producing and for whom.

Re-read this quality standard. Especially Parts 1-5.

Read the relevant grounding documents from the list at the top.

Draft. Follow the architecture and voice rules for the format.

Run mechanical anti-slop scan. Kill all Tier 1 words, filler phrases, banned transitions.

Run structural anti-slop scan. Check for the patterns in Part 4.

Run the 10-point screen. Fix any fails.

Score your output against the 4-dimension rubric. Aim for ≥ 9.0 composite.

Deliver. Provide the output file at the path specified in the brief.

Do not skip steps 5-8. These are what separate high-quality ESB content from generic AI-generated text.