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1. We have identified team norms and protocols to guide us in working together.

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1. We have identified team norms and protocols to guide us in working together.

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11. We have developed strategies and systems to assist students in acquiring prerequisite knowledge and skills when they are lacking in those areas.

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11. We have developed strategies and systems to assist students in acquiring prerequisite knowledge and skills when they are lacking in those areas.

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3. We have analyzed student achievement data and established SMART goals to improve upon this level of achievement we are working interdependently to attain.

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3. We have analyzed student achievement data and established SMART goals to improve upon this level of achievement we are working interdependently to attain.

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2. We use team norms and protocols to guide us in working together.

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2. We use team norms and protocols to guide us in working together.

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5. Each member of our team is clear on the knowledge, skills, and dispositions (that is, the essential learning) that students will acquire as a result of each unit within the course or grade level.

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5. Each member of our team is clear on the knowledge, skills, and dispositions (that is, the essential learning) that students will acquire as a result of each unit within the course or grade level.

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4. Each member of our team is clear on the knowledge, skills, and dispositions (that is, the essential learning) that students will acquire as a result of our course or grade level.

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4. Each member of our team is clear on the knowledge, skills, and dispositions (that is, the essential learning) that students will acquire as a result of our course or grade level.

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6. We have aligned the essential skills and concepts with the Iowa Core or other national standards.

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6. We have aligned the essential skills and concepts with the Iowa Core or other national standards.

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8. We have agreed on how to best sequence the content of the course and have established pacing guides to help students achieve the intended essential learnings.

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8. We have agreed on how to best sequence the content of the course and have established pacing guides to help students achieve the intended essential learnings.

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7. We have identified course content and topics that can be eliminated so we can devote more time to the essential curriculum.

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7. We have identified course content and topics that can be eliminated so we can devote more time to the essential curriculum.

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10. We have identified strategies and created instruments to assess whether students have the prerequisite knowledge and skills.

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10. We have identified strategies and created instruments to assess whether students have the prerequisite knowledge and skills.

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9. We have identified the prerequisite knowledge and skills students need in order to master the essential learnings of each unit of instruction.

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9. We have identified the prerequisite knowledge and skills students need in order to master the essential learnings of each unit of instruction.

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12. We have developed frequent common formative assessments that help us to determine each student's mastery of essential learning.

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12. We have developed frequent common formative assessments that help us to determine each student's mastery of essential learning.

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14. We use the results of our common assessments to assist each other in building on strengths and addressing weaknesses as part of an ongoing process of continuous improvement designed to help students achieve at higher levels.

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14. We use the results of our common assessments to assist each other in building on strengths and addressing weaknesses as part of an ongoing process of continuous improvement designed to help students achieve at higher levels.

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13. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our common assessments.

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13. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our common assessments.

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16. We have agreed on the criteria we will use in judging the quality of student work related to the essential learning of our course, and we continually practice applying those criteria to ensure we are consistent.

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16. We have agreed on the criteria we will use in judging the quality of student work related to the essential learning of our course, and we continually practice applying those criteria to ensure we are consistent.

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15. We use the results of our common assessments to identify students who need additional time and support to master essential learning, and we work within the systems and processes of the school to ensure they receive that support.

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15. We use the results of our common assessments to identify students who need additional time and support to master essential learning, and we work within the systems and processes of the school to ensure they receive that support.

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18. We have developed or utilized common summative assessments that help us assess the strengths and weaknesses of our program.

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18. We have developed or utilized common summative assessments that help us assess the strengths and weaknesses of our program.

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17. We have taught students the criteria we will use in judging the quality of their work and provided them with examples.

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17. We have taught students the criteria we will use in judging the quality of their work and provided them with examples.

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 20. We formally evaluate our adherence to team norms and the effectiveness of our team at least twice each year.

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 20. We formally evaluate our adherence to team norms and the effectiveness of our team at least twice each year.

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19. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our summative assessments.

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19. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our summative assessments.