| 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 | A1.01 | The principal models and communicates the expectation of improved student learning through commitment, discipline, and careful implementation of effective practices. | View | Video | |
| | A2.01 | Instructional Teams meet regularly (e.g., twice a month or more for 45 minutes each meeting) to review implementation of effective practice and student progress. | View | Video | Tool |
| | 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 | B3.02 | The principal collects and acts on data from a variety of sources and in a timely manner. | View | Video | |
| | D1.02 | The LEA/School has aligned resource allocation (money, time, human resources) within each school's instructional priorities. | View | | |
| | D1.03 | The principal provides optimum conditions for the Leadership Team to make decisions and act on their decisions. | View | | |
| Practice 1C: Customize and target support to meet needs | B1.07 | The school’s Leadership Team/ Health Council regularly reviews data which reflect the school’s health, nutrition and safety policies, school environment, work-site wellness, attendance and discipline records and will use the data to make decisions about school improvement and professional development needs. | View | | |
| | 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 | C1.06 | The LEA/School offers an induction program to support new teachers in their first years of teaching. | View | | |
| Practice 2B: Target professional learning opportunities | 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 |
| Practice 2C: Set clear performance expectations | C3.01 | The principal celebrates individual, team, and school successes, especially related to student learning outcomes. | View | Video | |
| 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 |
| | 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 | A1.06 | ALL teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; independent work; computer-based. | View | Video | Tool |
| | A1.07 | ALL teachers employ effective classroom management and reinforce classroom rules and procedures by positively teaching them. | View | Video | |
| Practice 3C: Remove barriers and provide opportunities | A1.09 | The school expects students to participate in activities to develop skills outside of the classroom (e.g., service learning, clubs, athletics, enrichment opportunities, internships). | 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 | | |
| | E2.02 | The school provides a broad spectrum of communication to the community through meetings, announcements, newsletters, and a consistently updated website. | View | | |
| Practice 4C: Engage students and families in pursuing education goals | 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 | | 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 |