Check Your Roots™
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Check Your Roots™

Check Your Roots™ Leadership Scorecard
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The Check Your Roots™ Leadership Scorecard
is a brief reflection tool designed to help district and campus leaders look beneath student outcomes
and examine the systems that support teaching and learning.

In about five minutes, you will reflect on six areas that influence instructional effectiveness and
sustained student growth. Your responses will help you identify
current strengths, areas that may need greater alignment or follow-through, and the best place to focus next.


This is not an evaluation or compliance checklist. It is a starting point for meaningful conversation and improvement.


Check your roots. Identify what is strong. Find what needs attention. Take the next right step.

How to Use the Scale

For each statement, select the response that best reflects your district or campus
right now.

  • Beginning Root —
    The practice is limited, inconsistent, or not yet clearly established.
  • Developing Root —
    Some elements are in place, but implementation is not yet consistent.
  • Established Root —
    The practice is clearly defined and generally implemented consistently.
  • Strong & Sustainable Root —
    The practice is embedded, monitored, and sustained over time.
  • Not Sure —
    You do not currently have enough information to determine the level.


Choose the response that most accurately reflects current practice—not where you think the system should be.

Root 1A: Foundational Literacy

Consider the systems and instructional practices that support students in developing the foundational reading and writing skills necessary for continued academic success.
Our district/campus has clearly defined expectations for foundational literacy instruction, including reading and written language development.
Teachers provide explicit, systematic instruction in phonological awareness, phonics, decoding, encoding/spelling, and fluency.
Students have regular opportunities to connect reading and writing through handwriting, spelling, sentence construction, and written response.
Student data is used to identify specific strengths and needs in reading and written language, rather than relying only on an overall score.
Students with gaps in foundational literacy receive timely, targeted instruction matched to the specific skill need.
Teachers and interventionists have clear instructional pathways for determining what to teach next when a student is not yet secure in a foundational literacy skill.

What this Root tells you.

Do we have a strong enough instructional foundation to help students become successful readers and writers?