Questions to Consider

1. Which assessment platforms are used at your school? 
2. How often are interim assessments administered?
3. How often is interim data presented to the board?
4. When interim data is presented, look for the following:

• Participation: 
• What percent of students are participating in this assessment?
• Are all student subgroups represented?
• Trends over time:
• How are students performing compared to the last interim administration? (Use achievement & growth measures when possible)
• How are they doing compared to this time last year? 2 years ago?
• Data disaggregation:
• Data should be disaggregated by Race/Ethnicity, English Language Learner status, Free and Reduced Lunch status, Grade Level, Teacher, Cohort, etc.
• Patterns:
• Are certain subgroups, grades, or teachers outperforming/underperforming? Why?

Questions to Consider

1. What do the CARS results indicate about successes and areas of improvement for the upcoming school year? How do these strengths and weaknesses reflect the ways in which the board has allocated resources, and how may the board want to adjust resources going forward?
2. What efforts are in place to support all students, including students who are at risk of failure, in meeting or exceeding proficiency?
3. How is the board ensuring that the school leader has the necessary resources to address any areas of weakness or need for improvement?
4. How did the school progress compared to the metrics and measures in its strategic plan? Previous years? Are there any additional resources needed based on student outcomes?
5. How is the board ensuring that the curriculum and other academic resources are effectively helping leaders and teachers meet academic achievement goals? Does the academic committee and/or school leader feel that any adjustments to curriculum choices or resources are needed based on the CARS results, and if so, what are they and why?

Questions to Consider

1. How is the board assessing staff morale? 
2. Are there plans in place for the board to keep a pulse on staff morale? 
3. How can the board support continued positive staff morale building? 

Questions to Consider

1. How is the board maintaining a presence and active involvement in the school and family community? 
2. How will the school receive feedback from parents, students, and teachers? 
3. Does the community understand and support the mission and goals of the school?

• What else can be done to promote the school in the community by the board?

Questions to Consider

1. Has the board reviewed its insurance coverages to ensure they are appropriate? Does the insurance need to be updated to include coverage for new sites? (Many certificates of liability run July 1 to June 30)
2. Has the board received assurance that all staff are appropriately fingerprinted? 
3. Has the board received assurance that all special education teaching staff meet appropriate certification requirements and other teaching staff are appropriately qualified for the courses they will teach?
4. Has the board received assurance that an adequate number of special education teaching staff is on board?
5. Has the board received assurance that new students have been identified for at-risk- services and interventions are underway?
6. Has the board received assurance that all students with disabilities and ELL’s will receive services they are legally entitled to?

Questions to Consider:

1. What is the school’s fund balance? How does it compare to statutory requirements, CSI requirements, and the board’s requirements and goals?
2. Has the finance committee reviewed the following reports each month? Year-to-Date Profit and Loss, Balance Sheet, Cash Flow Forecast, and Bank Statement(s) for all bank accounts?
3. Is the school’s administration analyzing the school’s cash flow needs?