LET Sample xlsx.xlsx

	A	B	C	D	E	F	G	H	I	J	K	N
1		Universal Instruction: There is evidence that substantiates every student is receiving effective, differentiated Tier I core literacy instruction from high-quality research-based curricula and instructional strategies aligned to the Colorado Academic Standards (CAS).
2		Evaluation Criteria					Documentation of Evidence	Date	Date	Date	Date
3		Evaluation Criteria	1	2	3	4	Documentation of Evidence	9/14/2016	5/16/2017	5/15/2018	4/30/2019
4	1	Students receive at least 90 minutes of research based reading instruction daily.	At least 90 minutes of Core reading instruction is scheduled daily for all K-3 students.	The 90 minute reading block is protected time where only literacy instruction takes place	All instruction during the literacy block is explicit, systematic, and research-based.	Time and intensity of instruction is based on data and 90 minutes may not be adequate.		2	2	3	3
5	2	The 5 components of literacy are taught in a systematic and explicit manner utilizing a research based scope and sequence, with an appropriate depth and complexity.	Some components are taught during the 90 minute reading block	All components are taught during the 90 minute reading block	Components are taught in an explicit and systematic manner using a research based scope and sequence (intervention and small group instruction are aligned to whole group instruction)	Time and intensity of instruction for each component is consistently adjusted based on data and student needs	4/30/19 Classroom teachers are utilizing PDSAs in all Tier I groups. The PDSAs address specific components of literacy and adjustments are regularly adjusted (10-14 days) based on PM data.	1	2	3	4
6	3	Literacy instruction is based on scientifically-based research that is reflective of the population of students and is implemented with fidelity.	All instruction is scientifically-based	Instruction and materials reflect the population/needs of students	Instruction is implemented with fidelity	Instruction is responsive to the differing needs of students in the class/group		1	2	3	3
7	4	Teachers incorporate use of the Colorado Academic Standards (CAS) related to literacy in their daily instruction.	Teachers are aware of the CAS that relate to the topic they are teaching	The correct CAS that relate to the lesson are posted in the classroom	The teacher makes connections to the CAS throughout instruction	Students can articulate the standard and demonstrate mastery of the concept		1	1	1	1
8	5	Teachers demonstrate an understanding that literacy instruction includes both knowledge- and skill-based procedures.	Literacy instruction is focused on either knowledge or skill-based procedures	Literacy instruction includes both knowledge and skill-based procedures, but may not focus on both adequately	Balance of knowledge and skill-based procedures is based on program requirements and student needs based on data	Knowledge and skill-based procedures are directly instructed based on data and integrated and reinforced consistently throughout the literacy block		2	2	2	2
9	6	Literacy is taught daily in both differentiated whole group and small group formats based on students’ needs.	Both whole group and small group instruction take place	Whole group instruction focuses on grade-level skills and small group instruction is taught at the level of student need	Whole group instruction is taught with fidelity to the core program small group instruction is regularly adjusted (both concept and materials) based on student growth	There are indicators that MTSS occurs during both whole group and small group instruction	PDSAs inform differentiated small group instruction and instruction is adjusted every 2 weeks based on data and observations.	2	3	2	3
10	7	Small group instruction is targeted and based on student need (including acceleration) and is of long enough duration for students to demonstrate mastery of the targeted skills/concepts.	A schedule is in place for small group instruction and takes place routinely for all students	Skills and concepts taught in small groups are appropriately differentiated based on data	Teachers are routinely checking for mastery (both formally and informally)	Small group instruction is consistently adjusted based on student data`and is of sufficient pace that allows for multiple repetition for student attainment.	4/30/19 PDSAs allow for checks on mastery. Small group instrucction is adjusted every 2 weeks and provides sufficient pace for mulitple repetitions as well as evaluate instructional effectiveness.	2	2	2	4
11	8	Lesson objectives are clear, transferable, and communicated to students in a manner that is understandable.	Instruction aligns to the lesson objectives	Objectives are posted and referenced throughout lesson	Students can repeat the lesson objective	The student understands and is able to reflect upon lesson objectives and demonstrate understanding or mastery		2	2	2	2
12	9	Instructional conversations routinely take place among instructional coach/ principal, interventionists, and classroom teachers after each interim assessment.	A system is created to routinely discuss reading data amongst all educators	A protocol is used and consistently planned	Conversations occur at least after each interim assessment and previous goals are revisited at each meeting	Conversations occur more frequently to discuss progress monitoring and program data. Conversations are data driven and stick to the protocol	4/30/19 Grade level PLCs as well as K-5 PLCs occur once a month with classroom teachers, interventionists, and administration. Conversations at PDSA PLCs are data driven.	1	1	3	4
13	10	High-quality research based instructional materials for varied learning levels are readily available to teachers and students, and teachers are prepared to use the materials daily.	Enough materials are available and teachers have been trained on how to use the materials	Materials are organized efficiently in order to maximize instructional time	Materials are selected based on data and student need	Entrance and Exit criteria is determined for different materials used		0	1	3	3
14	11	Technology is used to support and/or accelerate student learning and is aligned with the instructional focus.	Technology is aligned with instructional focus and learners are given the placement assessment if applicable	Technology is used with fidelity	Diagnostic data is used to adjust technology focus	Technology data is used monthly to help track the effectiveness of the program and there is evidence that supports technology is accelerating student learning		0	0	0	0
15		Totals:						14	18	24	29
16
17		Rating Scale: 0= No evidence, 1= Basic, 2= Effective, 3= Proficient, 4= Exemplar
18
19		Interventions – Additional instruction provided to students that is designed to meet their specific needs while at the same time accelerating their growth toward grade-level benchmarks. Students needing acceleration also receive appropriate interventions to accelerate grade level proficiency.
20		Evaluation Criteria					Documentation of Evidence	Date	Date	Date	Date
21		Evaluation Criteria					Documentation of Evidence	9/14/2016	5/16/2017	5/15/2018	4/30/2019
22	1	Students who are below benchmark receive an additional 20-40 minutes of literacy instruction per day that is based on the identified need of the student.	A schedule is set so students who are below benchmark can receive 20-40 minutes of literacy instruction per day	Intervention time is protected and priority is placed on students receiving instruction each day	Instruction is targeted and specific to the needs of the students in the group	A sense of urgency is evident in instruction and little intervention time is lost transitions, etc.	4/30/19 Interventions for below benchmark include WIR, Read Live, and SIPPs. The time is protected as it is identified as Flood In on the schedule. Most interventionists are not used for state testing.	1	1	1	3
23	2	Focus of intervention changes based on information gleaned from most recent progress monitoring assessment.	Students below benchmark are progress monitored regularly	Progress monitoring data is reviewed regularly by all teachers interacting with the student	All staff fully understand and value progress monitoring data and can fluently align their instruction based on it	Time, intensity and focus of intervention is regularly adapted based on the most recent progress monitoring data	4/30/19 PDSAs are aligned with PM data. Teachers discuss progress with interventionists. Teachers utilize the MOY and EOY Predictor Tool.	1	2	2	2
24	3	Students who are above grade level should receive daily extended learning opportunities or acceleration as needed.	Students needing acceleration have been identified	There is a structure in place to provide acceleration to students above grade level	Materials/strategies are available for staff to accelerate learning for students above grade level	Differentiation takes place during both whole group and small instruction that allows students performing above grade level to continue to accelerate	4/30/19 Exemplars and advanced level texts w/lesson plans are available and utilized in small group. PDSAs are implemented for all Tier I groups, including students who are above grade level.	1	1	1	3
25	4	Interventions are focused, with no more than one targeted skill/concept, and delivered with an intensity to ensure student mastery of the skill/concept.	Specific need of each intervention student has been identified	Appropriate intervention materials have been selected based on the students' needs	Mastery is routinely assessed both formally and informally	Time, intensity and focus of intervention is easily adapted/differentiated for each student in the group based on data	4/30/19 Through the use of PDSAs, mastery during interventions (WIR, Read Live, SIPPS, LB) is checked informally on a daily basis and formally every two weeks.	1	2	2	3
26	5	Interventions are delivered in a small-group format with the appropriate level of intensity based on the needs of students.	Small group instruction is offered for intervention	Students have been placed in appropriate small group based on data	A sense of urgency for student growth is felt and the intensity of instruction reflects this	Instruction is continuously refined/adapted based on the needs of students	4/30/19 Through the use of PDSAs, instruction during interventions (WIR, Read Live, SIPPS, LB) is refined/adapted every two weeks based on data and observations.	2	2	3	4
27	6	READ Plans are written in a manner that targets students’ identified needs based on the interim and diagnostic assessment data for each student.	READ Plans are written for all students identified with a Significant Reading Deficiency	Both interim and diagnostic data is used to develop goals and objectives	Goals are appropriately aligned to the interim and diagnostic data	Instruction during interventions aligns to READ Plan goals and objectives		1	2	3	3
28	7	Intervention materials are readily accessible to teachers and students and are appropriate, purposeful, targeted to students’ needs, and aligned with core/universal programming.	SBRR materials are available for intervention	Intervention materials have been carefully selected and are able to meet the needs of all identified students	Intervention and core/universal programming are aligned and work together to strengthen student growth	Teachers/interventionists are fluent with materials and can make appropriate decisions regarding selection and use of materials that leads to student growth		0	2	3	3
29	8	Students who are below grade level but not eligible for READ plans are considered through the RtI process.	Students below grade level, but not eligivle for READ Plans have been identified	A plan has been developed to assist these students in reaching grade level expectations	Consistent progress monitoring occures to track progress toward goals	A fluid process is in place of identifying, monitoring and either moving students off RTI plans or onto READ Plans according to data		1	1	1	1
30		Totals:						8	13	16	22
31
32		Assessment: Valid and reliable instruments for screening and progress monitoring reading achievement are clearly specified and are used to guide instruction. Procedures for using assessments are clearly specified. For students in grades K-3, approved interim assessments from the READ Act State Board Approved List are used at a minimum of 3 times a year and more often for students reading below grade level.
33		Evaluation Criteria					Documentation of Evidence	Date	Date	Date	Date
34		Evaluation Criteria					Documentation of Evidence	9/14/2016	5/16/2017	5/15/2018	4/30/2019
35	1	A school-wide assessment calendar is shared with staff and adhered to consistently, including screening, progress monitoring, and summative assessment testing dates.	A School-wide assessment calendar has been created	All staff know where to access the calendar and how to use it	All staff regularly use the calendar and rarely need to be reminded to progress monitor and bring data to meeetings.	Progress monitoring and data usage is a regular part of the school routine	4/30/19 Progress monitoring, including DIBELS and Journeys assessments, is consistent and data is utilized for PDSAs and RTI.	2	2	3	4
36	2	Assessors receive on-going, job-embedded professional development related to assessment administration to ensure data is valid and reliable, and fidelity of assessment administration is routinely verified (e.g., checklists, observations).	Assessors have been trained on administering designated assessment	Observation of assessment administration occurs and a method of training new staff has been established	Assessment observations rarely find lapses in fidelity	Inter-rater reliability occurs on a consistent basis	4/30/19 DIBELS District training for new staff. All staff calibrated on DIBLES at BOY.	1	1	1	2
37	3	Within the first 30 days of enrollment, an interim assessment is used as a screener to identify students who are reading above and below expectations based on established goals for the interim assessment. Upon determination of an SRD, READ plans are immediately developed in collaboration with parents.	Interim assessment is administered to all K-3 students in a 2 week window within 30 calendar days of the start of the year	Students are identified with an SRD within 30 days of the start of the year	READ Plans are developed/updated for all students with an SRD immediately upon identification	READ Plan goals and objectives correctly align to interim and diagnostic results		1	1	4	4
38	4	Students identified as needing targeted and intensive interventions are progress monitored at a minimum every two weeks on a consistent basis.	All staff have a progress monitoring schedule and assess routinely	Staff are aware of progress monitoring data, but do not routinely examine it or understand its value	Data is regularly examined and used to inform and align instruction	Instructors know what students need based on data, have the materials to provide it and it happens in both whole and small group instructions		1	2	3	3
39	5	Students identified as having an SRD have been given a valid and reliable diagnostic assessment chosen from the State Board Approved List to identify specific areas of instructional need.	All staff can identify the diagnostic assessment selected by the school	Appropriate staff have been trained on administration of the assessment	The diagnostic assessment is used thoughtfully and with the correct students	Use of diagnostic data is routine and all staff understand how to read the data and apply it to instruction		1	2	3	3
40	6	Students identified as reading above expected goals are progress monitored to ensure expected growth is taking place to maintain or exceed grade level proficiency.	A progress monitoring schedule is set for students above grade level	Data is examined regularly to ensure students are maintaining growth	Appropriate instruction is aligned to data to ensure continued growth	Staff can easily adapt instruction to provide additional learning opportunities for students above grade level within regular classroom instruction		1	1	2	3
41	7	Students reading below level who do not qualify for a READ plan are further assessed to determine an instructional plan for meeting grade level proficiency.	Students below grade level, but not on a READ Plan have been identified	Additional assessments are available to assist in determining instructional needs	Appropriate assessments are selected and routinely used to measure needs and growth	Whole group, small group and intervention instruction reflects the data and leads to continuous student growth	4/30/19 PDSAs are utilized with all Tier I small groups, thus instruction is adapted to align with progress monitoring data. Exemplar texts in conjuntion with RACE rubric are utlizied for students reading above grade level.	2	3	3	3
42		Totals:						9	12	19	22
43		Rating Scale: 0= No evidence, 1= Basic, 2= Effective, 3= Proficient, 4= Exemplar
44
45		Professional Development: Professional development (PD) is an integral part of the school-wide system for increased literacy achievement. Professional development includes the skills and knowledge gained in an effort to improve teaching and is aligned to research based principles and instructional practices.
46		Evaluation Criteria					Documentation of Evidence	Date	Date	Date	Date
47		Evaluation Criteria					Documentation of Evidence	9/14/2016	5/16/2017	5/15/2018	4/30/2019
48	1	On-going, job-embedded professional learning is provided in many ways to meet varying staff needs.	PD that aligns to data and classroom instruction is provided	Job embedded PD is provided in an ongoing manner with consistent follow-up	Various PD options are provided to meet the needs of staff based on their data and need. (i.e., book study, learning communities, coaching, etc.)	Learning is continuously analyzed and follow-up is provided to determine next steps and future PD needs.		0	2	3	3
49	2	PD is determined to be high quality and is research based. Staff knows the specific effectiveness behind the research.	There is an understanding of what qualifies as research-based professional development	PD is research based and meets the needs of the school according to data	Staff can articulate both the research base of the PD and how it aligns to data and school need	Effects of PD are evident in classroom practice as well as data		0	1	2	2
50	3	PD is aligned to the goals outlined in the school’s Unified Improvement Plan (UIP).	UIP goals do not reflect current literacy data	UIP goals reflect current data and PD decisions are aligned	PD is established based on appropriate UIP goals	PD leads to outcomes that are evidence based and lead to increased student outcomes		0	1	3	3
51	4	School PD decisions are based on research and data and are made with a collaborative, representative process through the work of the School Leadership Team.	School Leadership Team has a role in selecting professional development	PD decisions are made using data but do not address the root cause and may not reflect most current research	SLT recommends PD based on feedback from grade level teams and data. Data is used to determine root causes	PD is aligned to provide next steps including job embedded PD and is reflective of grade level goals		0	0	1	1
52	5	School leaders regularly encourage teachers to improve instruction regarding literacy after observing frequently and providing specific feedback.	School leaders have a strong understanding of good literacy instruction	School leaders observe regularly and provide timely feedback	Feedback and next steps are aligned to teacher/school goals and teacher effecctiveness rubric	Leaders follow-up to ensure that next steps have been implemented		0	1	3	3
53	6	Teachers receive on-going, job-embedded professional development on the instructional materials that are used for all three tiers of instruction as relevant to each teacher’s usage.	Initial training is provided for all instructional materials to relevant staff	Follow-up support is provided as needed and every year new teachers are trained on materials by a highly qualified teacher	Implementation is strengthened throughout the school year	Teachers are fluent with the use of programming and know how to embed instructional strategies into the program as needed	4/30/19 PD on PDSAs was followed up with support using the gradual release of responsibility. PD on LB is continually analyzed for strengths and areas to refine.	0	1	2	3
54	7	In order to establish trends, multiple sources of school data are used when planning and implementing professional development.	Data is used when planning professional development including the UIP	Multiple data sources are used to determine PD needs	Teachers and school leaders are able to identify the most relevant data sources and determine trends to provide appropriate PD	Changes in trends are consistently analyzed to determine next steps in PD		0	0	3	3
55	8	PD changes classroom practices based on research and best practices with a rich understanding of the contexts in which these practices have been successful.	Classroom practices and data are considered when selecting PD	PD practices are observable in classrooms and teachers are given adequate time to implement before new PD is provided	Teachers are able to select appropriate PD practices into instructional contexts as appropriate based on student need	Teachers are able to use data to reflect upon their implementation of practices and adjust instructional practices as needed.		0	2	2	2
56	9	Structures are in place for providing on-going, job-embedded professional development for new staff members.	New staff members receive initial orientation to school and school structures and follow-up is provided to determine additional supports needed	Support staff are able to identify teachers needing the most support (i.e. new teachers) and allocate their time appropriately based on teacher needs	Consistent coaching and follow-up is provided to ensure fidelity of implementation	A collaborative process is developed where teacher and coach/administrator are consistently able to work together to determine growth and needs		0	1	2	2
57	10	Professional development supports sustainability of school-wide systems for teaching literacy.	Systems and structures for sustainability are in place	Planning is in place for implementation of effective systems and structures and PD plan reflects these	A long term vision is in place and PD is aligned	Systems and structures are vertically aligned and PD effectively reinforces sustainability practices		0	1	2	2
58		Totals:						0	10	23	24
59
60		Rating Scale: 0= No evidence, 1= Basic, 2= Effective, 3= Proficient, 4= Exemplar
61
62		Data-Based Decision Making: Improving literacy achievement is incumbent on discussion about the current state of literacy achievement. Discussions regarding literacy data must become a regular part of the school climate.
63		Evaluation Criteria					Documentation of Evidence	Date	Date	Date	Date
64		Evaluation Criteria					Documentation of Evidence	9/14/2016	5/16/2017	5/15/2018	4/30/2019
65	1	A data protocol that teachers readily understand is used consistently. The protocol is used to inform instructional changes/adjustments when the data demonstrates changes are necessary at the student, classroom, and/or school level.	A consistent data protocol is used	Teachers understand the use of the protocol and implementation of instructional changes/adjustments are discussed and analyzed during future meetings	Systems and structures for multiple data protocols are in place for the systems and structure necessary to effectuate change	Outcomes of data team meetings are visible in classroom and reference routinely in conversations	4/30/19 Data protocols to sort students into leveled groups led to utilization of focus skills, PDSAs, and PLCs w/classroom teachers, interventionists and administration. Outcomes from PLCs are evident in classrooms.	0	0	2	4
66	2	Teams look at data, value the discussions during their team time, and express a sense of urgency for improving student achievement.	Teams come prepared with data	Teams fully understand the data and are able to focus on the most important aspects of the data	A continuous data cycle including pre and post data is used	Teams demonstrate a sense of urgency as they plan for instruction	4/30/19 PDSA allows for this, PDSAs, PDSAs (pre/post data) reviewed each cycle	0	0	2	3
67	3	A data collection system is in place, and technology support is available for continuous access of the data system.	A data collection system exists	All staff have been trained on the use of the data management system	Staff are easily able to access their data and understand the various functions available to them within the system	Data management system is interactive and teachers routinely use it to plan instruction	4/30/19 Teachers utilize multiple DIBELS and STAR reports to plan instruction. (Pathways to Progress, Instructional Planning Report, etc). Teachers utilize the DIBELS MOY and EOY predictor tool.	0	0	3	4
68	4	The school dedicates sufficient time (e.g. 45 minutes each week) for teams to work together as part of the regular daily schedule.	There is some time for some members to meet	All teams have dedicated time to work together on a semi-regular basis	The schedule is thoughtful. All team members can meet on a regular basis	Team meeting time is seen as valuable and leads to next steps in student growth		0	0	3	3
69	5	Teams use data, and the data are disaggregated by trends, sub- groups, and individual students.	Team looks at data at school or class level only	Data is disaggregated by sub-groups and trends	Strengths and areas for growth by sub-groups are identified and action steps are made and implemented	Instructional strategies are tied to strengths and areas for growth based on disaggregated data.	4/30/19 SPED, boys/girls, minority/not minority to move up	0	0	1	1
70	6	Team discusses instructional strategies based on an analysis of the data and commit to action steps.	Instructional strategies are talked about at meetings	Instructional strategies are created and implemented based on data	Strategies are related to the data, are implemented in a timely manner, and are re-evaluated for strengths/weaknesses	The instructional strategies implemented lead to student growth	4/30/19 PDSAs, PDSAs, meetings w/Cassie and Jessica re: grouping, PDSAs, Reading Groups, LB, WIR, Read Live--Small Groups PDSA, Interventions, PDSA, focus sheets	0	0	1	3
71	7	Administrators demonstrate an understanding of the importance of data meetings, always attend a portion of the meetings, and regularly participate while in attendance.	Administrator attends meetings as time permits	Administrator prioritizes attendance and rarely allows conflicts to interfere	Administrator understands the data and protocol of meetings and contributes to instructional action steps	Administrator plays a key role in organizing and leading the meeting and can fluently discuss school data at all levels and help to develop action steps that are aligned to data		0	0	3	3
72		Totals:						0	0	15	21
73
74		Rating Scale: 0= No evidence, 1= Basic, 2= Effective, 3= Proficient, 4= Exemplar
75
76		School Leadership Team (SLT): An SLT serves the purpose of leading the school’s efforts to embed the essential components of reading instruction into all elements of the school’s structures and developing and updating the PD plan related to literacy assessment and instruction. Representation is comprised of various grade levels, an administrator, and a representative of teachers working with students receiving interventions.
77		Evaluation Criteria					Documentation of Evidence	Date	Date	Date	Date
78		Evaluation Criteria					Documentation of Evidence	9/14/2016	5/16/2017	5/15/2018	4/30/2019
79	1	Dialogue of team meetings is focused on literacy instruction and is specific, attainable, and results oriented.	Dialogue is focused on literacy instruction, but may not be specific, attainable, and/or results oriented	Dialogue is consistently focused on literacy instruction and is specific attainable, and results oriented	Literacy goals are in place and progress towards those goals is routinely monitored	Resources and instruction have been altered to effectuate change	4/30/19 UIP goals and DIBELS growth tool are discussed at least three times a year.	0	3	2	3
80	2	Team’s focus is proactive, concentrating on data and future planning; little time is spent on reacting to current school crisis or needs that do not relate to the team.	Focus is scattered, time is spent during SLT meeting pulling data reports	Data is prepared prior to the meeting and agenda is results oriented	Data is routinely used throughout the all conversations and all members understand its use	SLT is well aware of school data and have a sense of urgency regarding improvement		0	2	4	4
81	3	Team dialogue and exchange develops new team understandings about literacy for their school environment.	Team members are not comfortable sharing data with other teachers or conversations are dominated by a few	Team norms are in place to allow for learning from one another and they have an understanding that dialogue is about improvement	New team understandings about literacy are used to make goals and take action	New understanding are shared out by SLT members to their constituents	4/30/19 SLT Members who attended READ conference shared new learning at K-5 PLC. Classroom teachers participated in Learning Walk Abouts in orther classrooms and intervention groups. Most SLT members share out to their constituents.	0	2	2	3
82	4	School data is a regular focus of meetings. Progress monitoring results for both school-wide and each grade-level team are a discussion topic at least 3-4 times a year.	SLT members look at one data set (either school-wide or grade-level) and are working toward analyzing both	A consistent data protocol(s) is used to analyze both grade-level and school-wide data	Data is prepared in advance, members are able to analyze grade-level and school-wide data. The team identifies instructional changes based on that data and shares out with appropriate constituents.	SLT members analyze the effectiveness of the instructional changes that are implemented and seek additional support as needed		0	1	3	3
83	5	Members review data regularly to determine that particular sub-groups of students are or are not making expected progress. Further action statements are developed.	Sub groups are broken out	PD is developed that aligns to sub group trends	Next steps are developed based on PD and data and subgroup analysis is routine	Data indicates that achievement gaps are closing based on action steps		0	1	1	1
84	6	Members give both positive comments and constructive feedback for improvement.	The team is focused on either positive comments or constructive feedback and is working towards both or it is inconsistent	The team regularly shares positive comments and constructive feedback	Constructive feedback is focused on continuous improvement and is used to take action	SLT members take responsibility for sharing positive comments, constructive feedback, and action steps with constituents	SLT members have shared positive comments and constructive feedback with implementing PDSAs.	0	2	2	2
85	7	Members complete tasks effectively and on schedule.	Data protocols being used have a line item that tracks tasks for follow through	Each SLT meeting begins by reflecting on the tasks flagged for follow through at the previous meeting	Follow through is routine and members understand their responsibility	Members own the follow through steps, feel a sense of urgency and come prepared to every meeting to discuss	4/30/19 Emails and SLT notes with tasks for follow through provide clear expectations of deadlines.	0	2	2	3
86	8	Members place highest priority on team/school success.	Team members participate in the SLT out of a sense of duty	Team members are eager to participate and take responsibility for school success	Commitment to success is apparent and members consistently show a passion for seeing success	A common vision is shared and owned by all staff (not just SLT members)		0	2	3	3
87	9	Members hold each other accountable for their performance and for results.	Members occasionally hold each other accountable for performance or results and are working towards both	Members routinely hold each other accountable for their performance and results.	Accountability results in action steps and leads to a shared vision	Accountability and collaboration lead to a culture of high success	4/30/19 Performance and results of all grade levles is shared with SLT members to enhance a shared vision.	0	2	2	3
88	10	Team has well-defined and attainable literacy goals and expectations connected to the school’s Unified Improvement Plan (UIP).	The team has set literacy goals but they are not attainable or may not be tied to the UIP	The team is able to articulate the literacy goals and is clear on their connection to the UIP. They can articulate how they will be measured	The team regularly evaluates progress towards goals and continues to set appropriate action steps	Goals and goal attainment are consistently shared out with constituents		0	1	3	3
89	11	Team follows effective meeting practices (e.g., meetings begin with a check-in of prior meeting’s to-do lists, clear objectives, agenda, stays on task, appropriate time management, establishes decisions and dialogue within the agenda, and documentation).	Principal leads the SLT meeting, sets team norms, and established meeting protocol	A good organizational structure is in place that includes an agenda, protocol, time on task, note taking, and decision making process.	SLT meeting follows a specific protocol, has established norms, all members have equal voice and can effectively represent decisions to all staff members with professionalism	Strong 2-way communication is established and followed. Each team member is clear on whom they represent and what information is shared and/or gathered		0	1	3	3
90	12	Agenda is communicated, all participants have input and action steps, and due dates and responsibilities are followed through.	Team members receive the agenda when they arrive at the meeting	Team members have input into the agenda items	The entire school has input into agenda items	Outcomes of meeting are shared with entire staff		0	1	1	1
91	13	Members review fiscal resources to ensure supports for literacy improvement are targeted and aligned to the school’s UIP.	Members have little knowledge of the fiscal resources and/or the school’s UIP	Members review fiscal resources and alignment to the UIP annually	Members regularly review fiscal resources and alignment to the UIP and current data	Members regularly review fiscal resources and alignment to the UIP and give input into action steps		0	1	1	1
92		Totals:						0	21	29	33
93
94		Rating Scale: 0= No evidence, 1= Basic, 2= Effective, 3= Proficient, 4= Exemplar
95
96		Community and Family Involvement: Community and family involvement contributes to the social, emotional, physical, academic, and occupational growth of children. Successful involvement is dependent on collaboration among youth, families, schools, businesses, and agencies.
97		Evaluation Criteria					Documentation of Evidence	Date	Date	Date	Date
98		Evaluation Criteria					Documentation of Evidence	9/14/2016
99	1	Parents are regularly informed of literacy expectations and are updated on individual student progress toward meeting those expectations.										These sections need to be completed. AF July 2019
100	2	Parents of students with READ Plans are updated on progress regularly, and READ Plans are updated at least annually.