2 Curriculum + Assessment

Look-fors by indicator to be used during a campus visit

Value	Not PL Ready / PL Ready	Consistent Practice / Personalized
Curriculum Design	Campus uses district provided curriculum materials with little to no modifications to meet student needs. They do not provide aligned rationale for why those resources best meet their PL vision. Teachers schedule learning based on team lesson plans to stay aligned to other teachers vs. progressing based on student mastery.	Campus has taken the opportunity to review their curriculum materials and have selected those materials which are aligned to their PL vision. (These are often additional to what the district requires or provides, but the key is that they are aligned to campus PL vision.)
Performance-Based Assessment	Assessment is mostly traditional; lacking authentic situations, and opportunities for transfer of knowledge through assessment. Students are not assessed on anything other than the core academic standards. Online content is used minimally or in a way that lacks authentic alignment to offline instructional activities.	A balanced system of performance-based assessment that utilizes formative, summative, and diagnostic measures transparently to offer actionable and personalized feedback to learners. There is evidence of authentic assessment across campus through performance assessment, portfolios, etc. Performance-based assessment data is used alongside traditional assessment data to inform instructional decisions and to support each student’s individual progress.
Grading	Grading is traditional (e.g., letter grades or based on a 100-scale rather than mastery based). Students may or may not have access to grades on demand online. Grades communicate a final score rather than progress towards mastery.	A mastery based grading reporting tool is used across campus to track student progress towards campus defined student graduation outcomes.
Integrated Content	Online content is used minimally or in a way that lacks authentic alignment to offline instructional activities.	There is evidence of regular use of digital content based on student mastery levels.
Learning Management System	Some classrooms may use an LMS, but use is not coordinated or aligned. Students and families do not necessarily know about or access an LMS outside of school.	Self-paced digital content is accessed by students using an LMS, they know how to access learning using it in and out of school. Grade bands (e.g., K-2, 3-5, 6-8, 9-12) use the same LMS to provide access to content anytime and anywhere. The school has engaged stakeholders to determine which LMS best supports student learning.
Student Showcases	Students have few or irregular opportunities to share and/or define their summative work. Student showcases are presented to other students and/or families. Student showcases often highlight one unit of study or subject area and do not consist of students presenting a robust body of evidence.	Regular student showcases include authentic audiences both from the external school community and from the relevant field of study. Showcases provide regular opportunities for students to share and/or define their summative work. Students are supported by teachers to prepare a robust body of evidence that demonstrates their mastery across all relevant areas of study. Student showcases are a part of a balanced system of performance assessment.