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Has the school principal established an attitude amongst staff that "all students are our students" as opposed to an attitude of "my students and your students?"

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Has the school principal established an attitude amongst staff that "all students are our students" as opposed to an attitude of "my students and your students?"

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Evidence 1: All staff members are welcome and encouraged to join in on students IEPs. All teachers come and support students whether they have them for 10 minutes or 90 minutes throughout the day.

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Evidence 1: All staff members are welcome and encouraged to join in on students IEPs. All teachers come and support students whether they have them for 10 minutes or 90 minutes throughout the day.

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Does the school have a positive behavioral support system for ALL students?

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Does the school have a positive behavioral support system for ALL students?

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Evidence 1: School staff have been trained  in the implementation of a positive behavioral support system.

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Evidence 1: School staff have been trained  in the implementation of a positive behavioral support system.

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Evidence 2: School has a behavior binder to keep track and be consistent with each student. School has also established procedures that emphasize positive behaviors and regular recognizes students for displaying appropriate behaviors. 

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Evidence 2: School has a behavior binder to keep track and be consistent with each student. School has also established procedures that emphasize positive behaviors and regular recognizes students for displaying appropriate behaviors. 

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Evidence 2: Data from general education classroom interventions designed to provide academic and/or behavioral support to a student go RCELD

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Evidence 2: Data from general education classroom interventions designed to provide academic and/or behavioral support to a student go RCELD

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Has the school established a multi-tiered model of intervention services?

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Has the school established a multi-tiered model of intervention services?

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Evidence 1: Our school has trouble with clear guidlines and criteria that have been established to move students from one tier to another.

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Evidence 1: Our school has trouble with clear guidlines and criteria that have been established to move students from one tier to another.

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I think our general education classrooms also have a hard time differentiated for RCELD students.

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Does the Instructional Team incorporate culturally responsive materials and content in the curricula and use culturally responsive teaching practices?

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Does the Instructional Team incorporate culturally responsive materials and content in the curricula and use culturally responsive teaching practices?

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Evidence 1: Our school is aware of many and all of cultures but I believe we could do better at including them into our teaching practices.

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Evidence 1: Our school is aware of many and all of cultures but I believe we could do better at including them into our teaching practices.

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Evidence 2: I think having high energy and and animation in the classroom, real world relevant learning activities, increased student-teacher interactions. 

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Evidence 2: I think having high energy and and animation in the classroom, real world relevant learning activities, increased student-teacher interactions. 

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Example 1: There are ways we can incorporate cultures. We could have students do a lesson to teach other students about their culture.

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Example 1: There are ways we can incorporate cultures. We could have students do a lesson to teach other students about their culture.

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Example 2: We could have students show us a dance to incorporate real life things that students do in their culture. 

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Example 2: We could have students show us a dance to incorporate real life things that students do in their culture. 