| Core Function | Effective Practice | Code | Success Indicator | Wise Ways® | Action | Resource |
| CSI and/or ATSI School Indicators | Provide supports (personnel, programmatic, financial, etc.) for instructional priorities | | The LEA/School has aligned resource allocation (money, time, human resources) within each school's instructional priorities. | View | | |
| Domain 1: Turnaround Leadership | Practice 1A: Prioritize improvement and communicate its urgency | B1.03 | A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices. | View | Video | Tool |
| | B2.03 | The school has established a team structure among teachers with specific duties and time for instructional planning. | View | Video | Tool |
| Practice 1B: Monitor short-and long-term goals | B3.03 | The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers. | View | Video | Tool |
| | D1.02 | The LEA/School has aligned resource allocation (money, time, human resources) within each school's instructional priorities. | View | | |
| Practice 1C: Customize and target support to meet needs | B2.01 | School culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel. | View | | |
| Domain 2: Talent Development | Practice 2A: Recruit, develop, retain, and sustain talent | C3.04 | The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff. | View | | |
| Practice 2B: Target professional learning opportunities | C1.02 | The principal plans opportunities for teachers to share their strengths with other teachers. | View | Video | |
| | C2.01 | The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs. | View | Video | Tool |
| Domain 3: Instructional Transformation | Practice 3A: Diagnose and respond to student learning needs | A3.01 | Instructional Teams use student learning data to identify students in need of instructional support or enhancement. | View | Video | Tool |
| | A3.02 | Instructional Teams track and maintain records of student learning data to determine progress toward meeting goals as indicated in students' IEPs. | View | Video | Tool |
| | A4.01 | The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers. | View | | |
| Practice 3B: Provide rigorous evidence-based instruction | A1.07 | ALL teachers employ effective classroom management and reinforce classroom rules and procedures by positively teaching them. | View | Video | |
| | A2.04 | Instructional Teams develop standards-aligned units of instruction for each subject and grade level. | View | Video | |
| | A2.17 | ALL teachers establish classroom norms for personal responsibility, cooperation, and concern for others. | View | Video | |
| Practice 3C: Remove barriers and provide opportunities | A2.16 | Units of instruction and activities are aligned with AIG goals, ELL student progress, IEP goals and objectives for all students. | View | | |
| | A4.16 | The school develops and implements consistent, intentional, and on-going plans to support student transitions for grade-to-grade and level-to-level. | View | | |
| | D2.05 | The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning. | View | | |
| Domain 4: Culture Shift | Practice 4A: Build a strong community intensely focused on student learning | A4.06 | ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary. | View | | |
| Practice 4C: Engage students and families in pursuing education goals | E1.01 | ALL teachers maintain a file of communication with parents/guardians. | View | Video | |
| | E1.06 | The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning). | View | Video | |
| | E1.11 | All teachers meet with family members (parents or guardians) formally at least two times a year to engage in two-way communication regarding students' cognitive, socio-emotional, and physical development outside the classroom. | View | | |
| NC SBE Goal 1: | Eliminate opportunity gaps by 2027 | | The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers. | View | | |
| NC SBE Goal 2: | Improve school and district performance by 2027 | | Units of instruction and activities are aligned with AIG goals, ELL student progress, IEP goals and objectives for all students. | View | | |
| | | The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning). | View | Video | |
| NC SBE Goal 3: | Increase Educator preparedness to meet the needs of every student by 2027 | | The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs. | View | Video | Tool |