Curriculum is still primarily teacher-and text-centered. Across the school, few courses use projects or attempt to incorporate issues of student interest. Themes are not yet explored by all students in meaningful ways. Limited flexibility in terms of instructional time and assessment measures.

Select courses engage students in projects that incorporate issues of student and community interest. Teachers increasingly attempt to differentiate instruction for all students. Themes are explored by many students. School beginning to experiment with flexible use of instructional time and multiple assessment measures.

•  All students pursue a rigorous, standards-based core academic curriculum.

•  All classrooms use project-based learning and other engaging, inquiry-based teaching methods that provide opportunities for students to master academic content, learn workforce sills, and develop personal strengths.

•  School has eliminated all non-academically rigorous courses and tracks.

•  All teachers differentiate instruction and provide supports that meet the varied learning needs of multiple student populations.

•  All teachers connect curriculum to real-world contexts that build upon student and community resources.

•  School has systems in place to provide all students with individualized guidance, information, and resources on career pathways and opportunities for participating in workplace-based learning.

•  School schedules provide for extended/flexible instructional time blocks.

•  School uses multiple measures to assess student outcomes, including performance-based assessments.