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ISBE strives to support all schools and districts as each develops a Comprehensive System of Learning Supports that addresses the following indicators related to conditions for learning:​

• School-Level Indicators of Effective Practice – Essential Element: Conditions for Learning
  • CL1-The school's Learning Support System includes academic, physical, social, emotional, and behavioral programming based on school-wide, targeted group and individualized needs.
  • CL2-School Leadership identifies and allocates/reallocates resources needed for Learning Supports' implementation.
  • CL3-School Leadership monitors and evaluates the implementation of Learning Supports' programming through an on-going data collection system.
  • CL4-All school personnel actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively.
  • CL5- School Leadership actively models and fosters a positive school environment where staff members feel valued and are challenged to be engaged and grow professionally.
  • CL7- The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning.
  • CL8- The school culture supports teachers in practicing effective and responsive instruction to meet individual student needs.
  • CL9- All teachers invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-teaching opportunities, and consultation.
  • CL10- The school culture promotes and supports the academic, physical, social, emotional, and behavioral skill development and engagement of students
  • CL11- The school culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel.
  • CL12- All school personnel work effectively and equitably with racially, culturally, linguistically, and economically diverse students.
• School-Level Indicators of Effective Practice – Essential Element: Community and Family Engagement
  • CL6- School Leadership and primary caregivers engage in regular communication to provide mutual supports and guidance between home and school for all aspects of student learning..
  • CL15- Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to academic, social, emotional, and behavioral expectations and standards
• School-Level Indicators of Effective Practice – Essential Element: Professional Development
  • CL16- Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate the preparation for and application of Learning Supports.
  • CL17- Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to academic, social, emotional, and behavioral expectations and standards.
• School-Level Indicators of Effective Practice – Essential Element: Instruction
  • CL19- All teachers model physical, social, emotional, behavioral, and cognitive competencies.
  • CL22- All teachers acknowledge appropriate student behaviors and desired social skills and provide differential attention/response to inappropriate behaviors.
• District-Level Indicators of Effective Practice
  • CII1- The district and school(s) have an aligned vision/mission statement that supports a learning environment which is emotionally safe and conducive to learning.
  • CLII5- The district celebrates its and its schools’ successes in improving student academic, physical, social, emotional, and behavioral development.​​​​​