- Principals provide support and vision for inclusion, innovation, and team teaching.
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- Teachers will try new things and they receive support for it.
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- Data is used in school-wide decision making.
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- Teachers, parents, students know the school's goals and the school's goals align with the district and state goals.
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- Support and often leadership for inclusion and innovation exists at the district level.
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- Regular and Special Education teachers team teach, jointly plan, and serve on IEP teams to support inclusion of students with disabilities in the general education curriculum.
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- Students, teachers, and administrators know each other.
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- Rules are understood and are perceived as strict but fair by students and teachers.
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- Instructional paraprofessionals (educational assistants) are members of the educational team. They are involved in planning, instruction and staff development with the teachers.
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- Students report feeling safe at school.
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- Obvious commitment of staff to support kids & help them learn.
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- Students report feeling like teachers care about them.
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- High expectations for student success are held for and by students.
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- Students feel like they belong – a variety of programs and activities exist in which students can participate.
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- Technology is used in instructional settings.
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- Integration exists whether across academic areas or academic and vocational curricula and makes learning in one area applicable to other areas.
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- Students report that if they need help...they will get it.
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- Students have goals, know themselves, and believe that they can achieve.
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- Special Education coordinator/Assistant Principal (Special Education) as the change agent.
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