Indicator 2

The school has challenging and measurable 21st century learning expectations for all students which address academic, social and civic competencies, and are defined by specific and measureable criteria for success, school-wide analytic rubrics, that identify targeted high levels of achievement.

What to Look For:

  • The school’s approved statement of core values and beliefs about learning includes a list of learning expectations which are or can  easily be labeled by academic, civic, or social competencies
  • The school’s learning expectations are challenging
  • The school’s learning expectations prepare students for the remainder of the 21st century
  • The school has specific and measurable criteria, such as an analytic rubric, for each learning expectation (including, academic, civic, and social) that can be used with all students (or school-wide) (e.g. each rubric has specific criteria listed under various levels of achievement  so that students, parents, and teachers, are very clear about what the student must do to be successful on each of the learning expectations)
  • Each specific and measurable criteria, such as an analytic rubric,  has the desired level of achievement clearly marked or targeted (e.g., “meeting the expectation”)
  • The school’s learning expectations are consistent with its core values and beliefs about learning (e.g., if the school has a social competency of “collaborative worker”, do the school’s core values and beliefs about learning make explicit teachers are expected to be collaborative also)
  • The school’s specific and measurable criteria, such as analytic rubrics,  use the same terminology so students are not confused about different expectations or levels of achievement (e.g., categories might be:  “does not meet expectation”,  “approaching expectation”, “meeting the expectation,” and “meeting the expectation with distinction”

Please see the Guide to Developing and Implementing Core Values, Beliefs, and Learning Expectations also on this website