A. There has been a measurable change in attitudes, beliefs and
values.

B. The practices, especially in classroom instruction, dramatically changed.

C. Teachers are engaged and own the change vision

D. Students and staff want to come to school, enjoy being in school, and often stay beyond normal school hours.

A. The change is not merely affecting one classroom or grade; it is more widespread (systemic) in the school.

B. The changes in the school are evident in decisions about instruction, organization, governance and accountability.

C. There is a perception in the school among all stakeholders (administrators, teachers, students, parents) that positive change has taken place.

D. There is a perception in the larger community that positive change has taken place, as reflected in a higher number of applicants, registrations, visits, etc.

A. The overall quality of teaching has improved as measured by observations, peer evaluations, self-assessments, student feedback, parent comments, etc.

B. Innovative teaching practices, such as problem-based learning, interdisciplinary learning, etc., have been effectively implemented and sustained

C. There is an alignment of standards, curriculum, instruction, and assess-ment.

D. The school culture promotes inquiry, use of research, professional development, growth, the idea of a "learning organization.”

A. Documented increases accross all groups of students demonstrated by multiyear performance data, improvement in over all student performance groups, and evidence of closing achievement gaps.

B. Documented increases accross all groups of students demonstrated by "outside” evaluations such as district, state or national norm or criterion referenced examinations and/or standards.

C. There are documented increases in measurable outcomes such as promotion rates, graduation rates, acceptances into highly rated schools, job placements, number of visitors to the school, etc.

D. The school has won recognition and awards for improved performance.