# data[].attributes.headline
Critical Question:  Does the school culture support and celebrate diversity and view students of RCELD (racial, cultural, ethnic, and linguistic diversity) as assets?

# data[].attributes.subject
Critical Question:  Does the school culture support and celebrate diversity and view students of RCELD (racial, cultural, ethnic, and linguistic diversity) as assets?

# data[].attributes.headline
Grade 4:  Acknowledgment and celebration of diversity permeates the school and classrooms with frequent and varied examples. 

# data[].attributes.subject
Grade 4:  Acknowledgment and celebration of diversity permeates the school and classrooms with frequent and varied examples. 

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Evidence: The school environment contains evidence of contributions and work from individuals with diverse backgrounds on a regular basis, not just during a special week or month. Materials are translated for non-English speaking families.

# data[].attributes.subject
Evidence: The school environment contains evidence of contributions and work from individuals with diverse backgrounds on a regular basis, not just during a special week or month. Materials are translated for non-English speaking families.

# data[].attributes.headline
Critical Question: Does the school have a positive behavioral support system for ALL students?

# data[].attributes.subject
Critical Question: Does the school have a positive behavioral support system for ALL students?

# data[].attributes.headline
Grade 4:  The school has implemented a positive behavioral support system for all students, staff have been trained in its use, and school staff regularly discuss the effectiveness of school-wide positive behavioral support interventions. 

# data[].attributes.subject
Grade 4:  The school has implemented a positive behavioral support system for all students, staff have been trained in its use, and school staff regularly discuss the effectiveness of school-wide positive behavioral support interventions. 

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Evidence: Established procedures that emphasize positive behaviors and regularly recognizes students for displaying appropriate behaviors. Classroom incentive plans for positive behavior. 

# data[].attributes.subject
Evidence: Established procedures that emphasize positive behaviors and regularly recognizes students for displaying appropriate behaviors. Classroom incentive plans for positive behavior. 

# data[].attributes.headline
Critical Question: Do teachers, including general education, ESL, and special education work collaboratively to support all students?

# data[].attributes.subject
Critical Question: Do teachers, including general education, ESL, and special education work collaboratively to support all students?

# data[].attributes.headline
Grade 4:  There is extensive and effective collaboration between general education teachers, special education teachers, and other support staff.  

# data[].attributes.subject
Grade 4:  There is extensive and effective collaboration between general education teachers, special education teachers, and other support staff.  

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Evidence: Classroom time in general education settings is devoted to social skills instruction and problem-solving skills .  Peer support mentors are provided.  Co-planning observed.

# data[].attributes.subject
Evidence: Classroom time in general education settings is devoted to social skills instruction and problem-solving skills .  Peer support mentors are provided.  Co-planning observed.

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Critical Question: 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?”

# data[].attributes.subject
Critical Question: 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?”

# data[].attributes.headline
Grade 4:  The prevailing attitude of school staff fosters extensive and effective collaborative  interaction between general education teachers, special education teachers, and other support staff. 

# data[].attributes.subject
Grade 4:  The prevailing attitude of school staff fosters extensive and effective collaborative  interaction between general education teachers, special education teachers, and other support staff. 

# data[].attributes.headline
Evidence:There are numerous examples of regular collaboration between general and special education teachers.Master schedules allow maximum time for shared planning and teaching. 

# data[].attributes.subject
Evidence:There are numerous examples of regular collaboration between general and special education teachers.Master schedules allow maximum time for shared planning and teaching. 

# data[].attributes.headline
Critical Question: Does the Instructional Team accommodate the needs of students of RCELD through differentiated instruction that reflects the interests and experiences of students of RCELD?

# data[].attributes.subject
Critical Question: Does the Instructional Team accommodate the needs of students of RCELD through differentiated instruction that reflects the interests and experiences of students of RCELD?

# data[].attributes.headline
Grade 1: The Instructional Team does little or no differentiated instruction for students of RCELD.

# data[].attributes.subject
Grade 1: The Instructional Team does little or no differentiated instruction for students of RCELD.

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Evidence: There are little to no general education classroom examples of individualized behavioral supports to address the needs of students of RCELD.

# data[].attributes.subject
Evidence: There are little to no general education classroom examples of individualized behavioral supports to address the needs of students of RCELD.

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Critical Question: Are learning strategies explicitly taught to students of RCELD?

# data[].attributes.subject
Critical Question: Are learning strategies explicitly taught to students of RCELD?

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Grade 1: Systematic instruction in learning strategies is rarely, if ever, provided to students of RCELD.

# data[].attributes.subject
Grade 1: Systematic instruction in learning strategies is rarely, if ever, provided to students of RCELD.

# data[].attributes.headline
Evidence: There are little to no examples of Balanced literacy instruction with thinking skills to address learning strategies RCELD students. 

# data[].attributes.subject
Evidence: There are little to no examples of Balanced literacy instruction with thinking skills to address learning strategies RCELD students. 