​​​​​​​​Core Functi​ons and Indicators

The Core Functions and Indicators (CFIs) describe the "big ideas" or effective practices for a district and form the structure for the delivery and execution of services provided by Illinois CSI. All indicators are research-based and important for creating and sustaining efficient and effective high-performing districts. 

​If the indicators are implemented fully across the system, it is likely that student and adult performance will increase. Twenty-nine indicators are divided into three Core Function categories: 

Function A

Management and Operations 

The basic functions that districts nee​d to carry out to operate the district (e.g., administrativ​e, personnel, fiscal management).

Function B

​Learning or Instructional Infrastructure

​​The responsibilities of a district to provide the tools and resources necessary for all schools in the system to support and deliver high-quality teaching and learning.

​Function C

District & School Continuous Improvement

The process to improve the quality of the systems, supports, structures, services, and culture, which support student learning.

Indicators A1-A10

The district manages and provides 
leadership through: 

A1. Clearly defined roles and responsibilities 
A2. Regular review of administrator performance 
A3. Management of human resources 

A4. Clear and frequent communication  
A5. Enforcement of board policies and district procedures  

A6. Equitable distribution of resources
A7. Design of the school day, week, and/or year   
A8. Efficient and streamlined processes for management of district finances
A9. A safe and effective learning environment

A10. Compliance with federal and state regulations and requirements.

Indicators B1-B11

The district and schools establish, 
support, provide, or have access to: 

B1. A standards-aligned curriculum 
B2. Instruction and classroom management practices

B3. A comprehensive system of learning supports

B4. A data system for collecting, storing, accessing, analyzing, and disseminating school and student-level data 
B5. Consistent administration and use of district-wide and school-level formative and summative assessments
B6. A teacher and principal evaluation system 
B7. Differentiated induction and mentoring supports
B8. High quality, job-embedded, ongoing professional development 
B9. Instructional teams use data 

B10. Clear and frequent communication and engagement mechanisms with families 
B11. A schedule design that allows individual schools to maximize learning time

Indicators C1-C8​

The district and all schools have:​​

C1. A single focused, integrated continuous improvement plan
C2. Aligned resources
C3. Processes and structures to ensure the analysis and interpretation of reliable, valid, and timely quantitative and qualitative data

C4. Collaborative leadership teams
C5.High quality differentiated professional development informed by data 
C6. Ongoing communication and feedback mechanisms for all stakeholders
C7. An intentional monitoring system

C8. Protocols and progress monitoring data