s students and stakeholders of progress and growth toward meeting the school's 21 st century learning expectations. Assessment results are shared and discussed on a regular basis to improve student learning. Assessment results inform teachers about student achievement in order to adjust curriculum and instruction. 1. The professional staff continuously employs a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school s 21 st century learning expectations. 2. The school s professional staff communicates: individual student progress in achieving the school s 21 st century learning expectations to students and their families the school s progress in achieving the school s 21 st century learning expectations to the school community. 3. Professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement. 4. Prior to each unit of study, teachers communicate to students the school s applicable 21 st century learning expectations and related unit-specific learning goals to be assessed. 5. Prior to summative assessments, teachers provide students with the corresponding rubrics. 6. In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments. 7. Teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. 8. Teachers provide specific, timely, and corrective feedback to ensure students revise and improve their work. 9. Teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. 10. Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following: student work common course and common grade-level assessments individual and school-wide progress in achieving the school s 21st century learning expectations standardized assessments data from sending schools, receiving schools, and post-secondary institutions survey data from current students and alumni. 11. Grading and reporting practices are regularly reviewed and revised to ensure alignment with the school s core values and beliefs about learning.
7 SUPPORT STANDARDS SCHOOL CULTURE AND LEADERSHIP SCHOOL RESOURCES FOR LEARNING COMMUNITY RESOURCES FOR LEARNING
8 Support Standard 5 School Culture and Leadership The school culture is equitable and inclusive, and it embodies the school's foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about research-based practices that support high expectations for the learning of all students. The leadership of the school fosters a safe, positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning. 1. The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all. 2. The school is equitable and inclusive, ensuring access to challenging academic experiences for all students, making certain that courses throughout the curriculum are populated with students reflecting the diversity of the student body, fostering heterogeneity, and supporting the achievement of the school s 21 st century learning expectations. 3. There is a formal, on-going program(s) or process(es) through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school s 21 st century learning expectations. 4. In order to improve student learning through professional development, the principal and professional staff: engage in professional discourse for re