​Look-fors by indicator to be used during a campus visit

	​Not PL Ready/ PL Ready	Consistent Practice/ Personalized
Understanding the Whole Child​	The school’s focus is on academic achievement.  There is no evidence of using a whole child approach to drive decision making.	There are observable and consistent practices in place that integrate an understanding of the whole child, ensuring that success for a learner is not measured by academic achievement alone.  The school has a clear understanding of what the whole child approach means and that is integrated into their portrait of a graduate and vision for learning. ​
Social Emotional Competencies​	Student success outcomes are based solely on academic standards and do not integrate social emotional competencies and/or social emotional competencies are mentioned, but are not drivers for campus decision making (e.g., decisions are made based on academic needs and only use leveled groupings versus offering mixed groupings, etc.).	There is clear evidence of Social Emotional Competencies being integral to student graduate outcomes and are therefore key drivers of instructional decisions. (e.g., Social Emotional Competencies are articulated in student outcomes, instructional materials that incorporate those Social Emotional Competencies are chosen, measures for monitoring these Social Emotional Competencies are identified, mixed groupings are created using Social Emotional Competencies as relevant data, etc.).
Aligned Instructional + Assessment Practices​	Social Emotional Competencies receive no instructional time, and/or instructional focus on them is limited to specific periods of time versus being integrated into instruction across the day and across subject areas. ​	Social Emotional Competencies are integrated into instruction rather than treated as separate (e.g., projects which incorporate Social Emotional Competencies are used, instruction includes Social Emotional Competencies with other academic outcomes, performance assessment measures Social Emotional Competencies, learner profiles includes Social Emotional Competencies, etc.).
Restorative Practices ​	Restorative practices are either not in place or are only used minimally and punitive practices are relied upon for behavior management (e.g., office referrals are used to remove students and there is no conference or healing the harm practice for the offending student to engage with). ​	Evidence of restorative practices can be seen at classroom and campus levels (e.g., restorative circles, community building, mediation, healing the harm practices, etc.). ​