2. Learner behaviors will demonstrate a high level of on-task engagement including effective use of resources and peer teaching. Learners' knowledge of  standards for quality work is evident by the amount and caliber of student initiated work.

3. The teacher(s) acts as both facilitator and member of the community of  learners. The teacher¹s lesson/unit plans provide options and accommodate the variety of learning styles and intelligences. The teacher provides training and guided practice on classroom procedures such as cooperative learning, peer review, rubric design, journal writing.

4. Learning is integrated in that it is interdisciplinary and students can see applications for their learning beyond the classroom. Career Development and Occupational Studies learning standards are incorporated. A variety of learning  modalities are integrated such as reading, writing, speaking, listening, investigating, problem solving, and hands-on kinesthetic learning.

5. A high quality of work is expected from all and elicited through use of   rubrics with clear connections to standards and designed with student input.  Parents are aware of rubrics and occasionally become assessors along with peers, teachers, and the students, themselves.

6. Multiple opportunities are provided for learners to reflect on their processes and products. This includes linking to prior knowledge, journals, and formative rubrics for revision purposes.

7. A sense of community is fostered in an environment of collaboration and teamwork, through cooperative learning and partnerships within and beyond the classroom. Communication with administrators is on-going and includes invitations to visit the classroom.

8. Technology allows students to independently research, invent, create, tabulate, and collaborate inside of their school environment and with others outside of their environment. Technology allows educators to efficiently record individual student results, manage time more efficiently, access research, and collaborate with colleague

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