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1) Does the school culture support and celebrate diversity and view students of RCELD (Racial, Cultural, Ethnic, and Linguistic diversity) as assets?

Rating- 4: Acknowledgement and celebration of diversity permeates the school and classrooms with frequent and varied examples.

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Our school displays students work and creativity all over school as well as in our district board room. The work displayed shows various cultures and ethnicity's creations from students of many diverse backgrounds.

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Student work is displayed all over classrooms from individuals of various diverse backgrounds.

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

Rating- 2: The school has begun to implement a positive behavioral support system for all students.

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Character counts is unknown to many students of diverse cultures on our campus, Therefore we have started to implement teaching the pillars of character, focusing on one trait per week in order for students to gain understanding and perspective.

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During our weekly character trait implementation, there will be rewards given to each student who demonstrates positive character, to reinforce that character being shown. This will be applied to all students, allowing equal opportunity to succeed.

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3) Has the school principal established an attitude among staff that "all students are our students" as opposed to an attitude of "my students and your students".

Rating- 4: 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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Our principal tells us on a regular basis that these are all our students, not just "mine" or "yours". We all share the responsibility of these children's success in education.

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Every Monday teachers meet together to collaborate, work together, and come up with ideas to improve our teams, help our students, and move towards the success as a school, not just individually.

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4) Do teachers (e.g. general education, ESL, special education) work collaboratively to support all students?

Rating- 2: There is minimal collaboration between general education teachers, special education teachers, and other support staff.

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Our collaboration with extended staff and programs is limited to once a quarter. To fix this, each grade level could schedule a rotation meeting with these specialty departments in order for those staff members to attend each grade level collaboration meeting once a month oppose to once a quarter seeing everyone.

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The music teacher on campus struggles with communicating with teachers and working around our classroom schedules. To fix this, we could schedule a once a month upper grade level collaboration with the music teacher in order to help her. This way we can relieve some of the stress from her life, while also creating a team bond.