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

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Numerous examples of regular collaboration between general and special education teachers.

-From what I experienced during PLC and collaboration meeting the principal is very involved during two of the PLC meetings she sat with us for a short while as she needed to go to other meetings. She sat until the other teachers asked for her opinion on the discussion they were having.

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Has the school adopted a problem solving approach that values assessment to drive instructional decisions. 

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Has the school adopted a problem solving approach that values assessment to drive instructional decisions. 

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Master schedules allow maximum time for shared planning and teaching.

- The principal has an excellent schedule that allows her to see every teacher once a week and possibly twice depending on the situation.

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The prevailing attitude of school staff fosters extensive and effective collaborative interaction between general education teachers, special education teachers, and other support staff.

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Problem solving teams are active and engaged in problem  solving discussions on a regular basis.

- The teachers are consistently communicating with one another on how to help student learning, and what to do when problems arise.

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Families encouraged to participate in problem solving discussions.

- I have witnessed teachers have conversations with parents and asking them for their input on behavior.

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The school has implemented a problem solving process to review the academic performance of students of RCELD. Systematic implementation and monitoring of recommended interventions is usually provided.

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Does the Instructional Team use peer supports in the classroom. 

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Does the Instructional Team use peer supports in the classroom. 

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There needs to be more peer support and positive interaction. The teachers have amazing classroom management, but some students can really be encouraged even further by help of their other peers. Have group encouragement meetings where students have conversations about everyones strengths in the classroom.

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The students need to work with more group assignments. Having them collaborate will benefit classroom relationships.

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The instructional Team sometimes uses peer supports in general education classrooms but instruction is usually whole class and teacher directed.

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Does the Instructional Team use culturally responsive behavior management practices by considering the impact of culture on school performance of a student of RCELD

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Does the Instructional Team use culturally responsive behavior management practices by considering the impact of culture on school performance of a student of RCELD

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The teachers needs to present more opportunities for students to show their culture or learn more about their culture. Some presentations that students can create to show the class about their culture would be helpful for student learning and community bonding.

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Their should be more rules or procedures that accommodate to student behaviors. Students need rules that they can relate to and not just general rules. Teachers can have fun with the classroom rules.

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The Instructional Team discussed the student's analysis of its impact on school performance of a student with RCELD was conducted.