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Teacher teams work collaboratively to create valid and reliable common formative and summative assessments they administer every few weeks throughout the school year.

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Teacher teams rotate the responsibility for creating common summative assessments they administer periodically throughout the school year.

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Teacher teams analyze the results of common formative and summative assessments to identify which students needs more time and support.

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Teachers meet weekly in collaborative teams for a minimum of sixty minutes during the regular school day. They utilize notes, goals, and protocols and work interdependently to improve their practice and enhance student learning.

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Teacher teams analyze common formative and summative assessment results to identify which students needs more time and support and which instructional strategies they should retain, refine, or replace.

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Teacher teams provide students with enrichment and remedial support as well as targeted and timely interventions that are systematic, practical, effective, essential, and directive, without missing instruction in another core subject.

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Teachers meet weekly in collaborative teams for a minimum of forty-five minutes per week outside the regular school day. They work together on topics of mutual interest and share ideas, materials, and resources.

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Teacher teams prioritize and unwrap standards, identify learning targets, and follow pacing guides created by the district of the publisher.

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Teacher teams review summative assessment results to monitor student progress or generate grades.

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Teacher teams share the responsibility for creating common formative and summative assessments they administer on a regular basis through the school year.

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Teacher teams provide students with remedial support as well as targeted interventions that are systematic, practical, effective, essential, and directive.

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Teachers meet weekly in collaborative teams for minimum of forty-five minutes during the regular school day. They write norms, goals, and participated in common planning to improve student learning.

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Teams prioritize and unwrap standards, identify learning targets, write I can statements, create common pacing guides, and commit to teach-rather than cover, the curriculum.

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Teacher teams provide students with opportunities to receive additional remedial support.

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Teachers believe lessons based on what they know the best, like the most, have materials for, or what is included in the textbooks.

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Educators work in collaborative teams, rather than in isolation, and take collective responsibility for student learning.

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Collaborative teams monitor student learning through an ongoing assessment process that includes frequent, team- developed, common formative assessments

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Educators use results of common assessments to improve individual practice, build the team’s capacity to achieve goals and intervene and enrich on behalf of students.

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The school provides systematic process for intervention and enrichment.

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Collaborative teams implement a guaranteed and viable curriculum, unit by unit.