Personalized learning environments support all students by designing curriculum, supports, structures, and a learning climate focused on student needs, interests and development.

Some students and teachers are in smaller learning communities. Uneven level of curricular rigor and relevance exist throughout the school. School beginning to collect data and take action to improve student transitions, student-adult relationships and overall school climate

Many students and teachers are in small schools or small learning communities. Explicit work on academic rigor and relevance is underway and resulting in increased student performance. Student transitions, school climate and student-adult relationships are improving as a result of focused efforts.

•  School size and schedules support all students and all teachers with small learning environments (ideally 800 students or less in a 9-12 high school).

•  All students provided with academically rigorous curricula that meet or exceed standards, are relevant to real-world contexts, and build on student and community assets.

•  A network of adults works together and with students to access the necessary academic and social resources through tools such as personal learning plans, academic intervention programs, postsecondary plans, and advisors for every student.

•  Interactions among and between adults and students are defined by trust, respect, open communication, and clear, shared expectations.

•  Transition from middle grades to high school is eased through pre-assessment work, orientation programs, and 9 th grade support systems.

•  School climate is safe and welcoming to all students.