Here, in one place, are the priority indicators on which we are basing our CSRD evaluation. The group that created this list contains representatives from Alianza, Freedom & Salsi, along with Richard Lentz. Judy and Michael represented Alianza....

Parent and Community Involvement

1. Parents actively participate and contribute in student program activities; such as homework, math family nights, and academic interventions.
2. There is regular communication about students' academic progress between home and school.
3. Parents' needs for support/training have been solicited, and multiple opportunities exist for parent/community inservice training.

Technical Assistance Provided by Research Based Program

1. There is ongoing training and staff development for staff, facilitator and principal to effectively continue the program.
2. Regular implementation visits by program consultants, and they are helpful to improving implementation of the program model.
3. Assistance in student data collection, record keeping and data analysis is available for ongoing monitoring.
4. Assist staff to identify problem areas and seek solutions.

Stakeholder Support
Stakeholders include: Teachers, parents, students, classified support staff, school board trustee, zone assistant superintendent, community, business.

1. There exists buy-in on the part of stakeholders for the research-based model.
2. There are a wide variety of regular (predictable and publicized) opportunities for stakeholders to be involved, give feedback, and provide assistance.
3. There is a clearly defined process for implementing the reform model.

Site-Level Administrative Practices
Based upon Cohen's research, principals at high performing schools:

1. Provide additional materials and funds;
2. Provide time;
3. Announce importance of the restructuring activities;
4. Buffer teachers from intrusions on time or competing priorities;
5. Hold teachers accountable.

Research-Based Model

1. The school reform program has been effective in raising student achievement.

Ongoing Professional Development

1. Teachers are able to articulate and show evidence how professional development has improved student performance.
2. Grade level collaboration meetings or component team meetings are organized to support transfer of skills to classroom practice and improved student achievement.
3. There is evidence of a multi-year plan that drives professional growth.

Collaborative Structures for Decision-Making

1. School Site Council, Leadership Team, parent advisory councils and other governance groups regularly discuss topics that have a positive impact on learning in the classroom.
2. There are systems of communication among and between groups.
3. Communications are effective.

District Support

1. District staff communicate progress of the program to the broad community.
2. Central office resources support the restructuring process.
3. Changes occur in budget and policies based upon the site's needs.