1. All teachers fully implement the adopted instructional materials in reading/language arts.

2. All teachers fully implement the adopted instructional materials in mathematics.

3. Teachers use adopted instructional materials to provide interventions for struggling students.

4. Teachers use adopted instructional materials to support English Language Development for all English learners.

5. There is sufficient time allocated in the school day to fully implement the adopted instructional materials in reading/language arts.

6. There is sufficient time allocated in the school day to fully implement the adopted instructional materials in mathematics.

7. At our school, time on task in all our classes is about 90% (we have few interruptions, our transitions are efficient, etc.)

8. If a stranger walks into our classrooms, ALL students will be engaged.

9. Teachers in the school have worked together to clarify and focus on the essential outcomes in reading/language arts for each grade level and each unit of instruction.

10. Teachers in the school have worked together to clarify and focus on the essential outcomes in mathematics for each grade level and each unit of instruction.

11. A common calendar for curriculum-embedded assessments at each grade level provides a pacing guide for implementing the adopted instructional program in reading/language arts.

12. A common calendar for curriculum-embedded assessments at each grade level provides a pacing guide for implementing the adopted instructional program in mathematics.

13. In daily instruction teachers focus on key standards, skills development, and opportunities for student practice.

14. Our school has systems to provide additional time and support to students experiencing difficulty.

15. School administrators are knowledgeable about the instructional materials and program in reading/language arts.

16. School administrators are knowledgeable about the instructional materials and program in mathematics.

17. All our teachers are credentialed in the areas of their assignment.

18. Teachers receive sufficient professional development in the implementation of the instructional materials in reading/language arts.

19. Teachers receive sufficient professional development in the implementation of the instructional materials in mathematics.

20. Teachers receive sufficient professional development in the use of instructional materials for interventions for struggling students.

21. Teachers receive sufficient professional development in the use of the instructional materials to support English Language Development for English learners.

22. Teachers receive sufficient professional development in effective instructional strategies to help all students succeed.

23. Teachers receive sufficient professional development in effective instructional strategies to help all English learners succeed.

24. Teachers receive sufficient professional development in effective instructional strategies to help students with disabilities succeed.

25. A student achievement monitoring system provides teachers timely information about student performance on annual state assessments and common formative assessments throughout the year.

26. A student achievement monitoring system provides teachers detailed information regarding student achievement of specific state standards.

27. Our school has a specific process to bring together collaborative teams of teachers several times throughout the year to analyze results from common formative assessments. Teams identify areas of concern and discuss strategies for improving results.

28. Teachers use results of common formative assessments to identify strengths and weaknesses in their individual practice and to improve their effectiveness in helping all students learn.

29. Teachers work in collaborative teams to develop shared knowledge of state standards, district curriculum and instructional materials, trends in student achievement, and expectations of the next course or grade level.

30. Categorical funds are directed to areas of greatest need to improve student achievement.

31. Teachers work together to create specific action plans to achieve student performance goals. They know what evidence they will collect to assess the results of their plans.

32. Annual school improvement plans affect classroom practice.

T