1.1 The school provides programs and learning opportunities during EELT hours- before school, after school weekends, and summer.

1.2 There is a balance of diverse program offerings during EELT hours; including academic, SEL, arts, enrichment and/or physical activities

1.3 Students and staff are aware of the EELT enrollment process.

1.4 Staff regularly use agreed upon systems to monitor and improve EELT attendance.

1.5 School administrators and EELT staff meet regularly to assess and monitor program quality.

2.1 Educators emphasize critical thinking and problem solving

2.2 My instruction emphasizes critical thinking and problem solving

2.3 Educators spend time effectively planning together

2.4 Educators spend time analyzing student work together

2.5 Our school has a shared idea of what "high quality teaching" looks like

2.6 Expectations are high for all students. All are encouraged to succeed.

2.7 The emphasis is on student-centered learning so all types of intelligence and competence are respected and supported.

2.8 Instructional methods respect the different ways children learn.

2.9 Supportive teaching practices are consistently evident (constructive feedback, academic challenges, individual attention, encouragement for positive risk-taking and opportunities to demonstrate knowledge and skills in a variety of ways:.

2.10 Results of assessments are promptly communicated to students and parents to promote course correction and continuous improvement.

2.11 Results of assessments are used to evaluate and redesign teaching procedures and content.

2.12 Achievements and performance are rewarded, praised and publicly displayed.

2.13 Teachers or instructors demonstrate skills and knowledge to engage and motivate students and families to participate in the learning.

2.14 Students are regularly afforded the opportunity to plan, organize, and monitor their work as the instructor provides effective strategies and methodologies to assist students in their knowledge and thinking awareness.

2.15 I think it is important to consider my students' cultural backgrounds in my planning/curriculum.

2.16 Our school actively considers our students' cultural backgrounds in planning/curriculum

3.1 Open, honest, active communication occurs (between teachers and students, teachers and families, school community, etc.)

3.2 There are opportunities for youth to share their voice in student councils, clubs and leadership programs.

3.3 School staff create a welcoming environment that is culturally and ethnically responsive, emphasizing Equity and Excellence for All (i.e. security and office staff are welcoming and helpful, translators are provided at events).

3.4 The school recognizes the importance of establishing partners within the community.

4.1 Our principal provides supportive leadership.

4.2 Trust is present among school administrators, teachers, parents, family members, and community partners.

4.3 Our principal provides opportunities for shared leadership.

5.1 Our community school welcomes diversity (e.g. race, ethnicity, social economic, gender, diversity of thought).

5.2 The leaders of our community school facilitate honest conversations among students, families, and residents from different ethnic and racial groups.

5.3 Parents, family members, and community residents play active and effective roles in our community school.

5.4 Community residents use the school as a focal point for addressing community issues and challenges and for celebration.

6.1 Classroom atmosphere is cheerful, welcoming, and organized.

6.2 School uses Progressive Discipline to seek concurrent accountability and behavioral change. School utilizes incremental interventions to address inappropriate behavior with the goal of teaching pro-social behavior.

6.3 School employs the Restorative Approach so that educators can prevent conflicts before they arise, better manage incidents, and restore the culture of their classrooms quickly. Students take ownership of their school culture.

6.4 Teachers handle individual behavior problems quickly, discreetly, respectfully.

6.5 Minor behavior problems are effectively addressed in the classroom through the use of proactive classroom management tools such as Positive Behavior Intervention and Supports (PBIS)

7.1 School Staff build on asset-based assumptions when working with parents/caregivers. Staff believe all families have dreams for their children, want the best for them, and have the capacity to support them to excel

7.2 There is a family resource center with relevant materials.

7.3 The school utilizes an approach designed to move families from observers at the school to engaged participants, by actively recruiting families to participate in the school and offering opportunities to become volunteers and leaders (e.g. PTA, School Wellness Councils)

7.4 There is a functioning PTA/PTO group that meets regularly.

7.5 Training and workshops are offered to families focused on building knowledge, skill-sets and leadership potential.

7.6 School invites parents and caregivers to volunteer and take a leadership role in the school's events and programs to engage them in meaningful ways.

8.1 Community partners see our school as an inviting and productive place to provide programs and services.

8.2 Effective communications mechanisms are in place between school staff and community partners.

8.3 Effective communication mechanisms are used regularly to inform parents, families, and residents, as well as community leaders and the public about the accomplishments and needs of our community school.

9.1 A flexible, decision-making group guides the work of the community school

9.2 The decision-making group's members represent parents or family members.

9.3 The decision-making group's members represent community residents.

9.4 The decision-making group's members represent school staff.

9.5 The decision-making group's members represent community partners.

10.1 There is a clear process for referrals to clinics or social services as needed.

10.2 The school has reproductive health services.

10.3 The school has comprehensive asthma prevention services.

10.4 The school's wellness workshops and events are for the entire school community. Students, families, and staff are urged to participate in activities and learn about health and wellness.

10.5 The school has partnerships with health clinics, community mental health providers and hospitals.

10.6 School onsite mental health services include mental health assessments, counseling and treatment for students and families.

10.7 School actively connects families to social services, and health, mental health and wellness events are provided for families and community members.

10.8 The school organizes events for vision screenings and services, including optometry exams and glasses. On-site dental services are provided, such as Operation Smile.