Theme: Culture of Achievement
Organization Level: School
Critical elements: School leaders and teachers work together to create a learning environment in which high achievement, self-discipline, and a scholarly, college-bound mindset are manifested every day. Academic and behavior expectations are clearly stated and explicitly tied to success in college and life.
Practice: Develop a collaborative school community that fosters a college-bound mindset, scholarship, and self-directed learning for achievement at the highest levels.

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CriteriaLess Effective PracticesSuccess Factors for Meeting State StandardsSuccess Factors for College and Career Readiness
Messaging About High Expectations

The value of academic achievement may be assumed or expressed in an ad hoc fashion, but it is not a cornerstone of the culture. Students or groups may be superficially commended for achievement or good behavior, but the school generally does not promote public celebrations of academic excellence.

The schools belief in the value of education is expressed regularly and consistently to teachers, students, and parents, setting aside time and other resources to honor academic achievement, such as awards assemblies, announcements, or posting of exemplary work.

The school communicates its aspirations for college and career readiness for all students every day, continually, publicly and meaningfully celebrating individual or group academic excellence, progress toward college and career readiness, or demonstration of college and career ready skills and/or behaviors.

Psycho- Social College and Career Ready Skills

School leaders and teachers do not have the capacity to develop these psychosocial or may not see them as their responsibility.

Teachers and school leaders recognize the value of psychosocial such as persistence and teamwork in furthering student achievement; the school provides resources to support student growth in these areas.

The college and career ready program comprises both an academic curriculum and a systematic, ongoing series of activities designed to develop the habits, attitudes, and character traits associated with success in college and careers, such as self-advocacy, collaboration, etc.

Partnerships with Community

Little effort is made to create a welcoming environment or to actively engage parents in developing skills, habits, and attitudes for their childrens success at school.

Schools communicate regularly with the community regarding the standards-based program and overall school performance, as well as their own childrens progress and achievements. Engagement structures are in place to create a welcoming environment, to provide families with support activities, etc.

The school forges partnerships with the community to collectively foster a culture of college aspiration and readiness, including providing information and workshops on ways to support college and career readiness. The school also engages vulnerable students and their family and community members to ensure effective academic supports and interventions are in place.

College Knowledge and Culture of Engagement

Support for college selection and admission is limited to dissemination of essential information and includes only a subset of students.

The school shares information and hosts events to support students planning to attend college through the application process, but much of the responsibility for acquiring college knowledge falls on students and their families.

College knowledge is treated as an essential subject area in the curriculum. Schools partner with students and families at all stages of the process, from establishing goals for education and career to applying to specific colleges that reflect those goals and each students needs. Students are engaged as scholars in a community of learners, have voice in curricular decisions, and have access to internships and extracurricular opportunities.

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