PISD maintains comprehensive assessment systems that are directly reflected in the instructional practices at PHS. This comprehensive system is composed of multiple levels of assessments that provide data for distinct coalitions fulfilling various purposes. One highly prioritized purpose is a strong emphasis on essential standards stemming from the Texas Essential Knowledge and Skills curriculum mandated by the state, which includes corresponding standardized assessments taken annually (Conley & Darling-Hammond, 2013). Specific district curriculum is created with the collaboration and feedback from teachers with expertise and experience in content, working in tandem to prioritize meaningful and equitable learning and create curriculum documents with guidance for instruction and assessment. Ideas for formative assessments, or any assessment activity that guides learning, are provided as options to aid consistent and rigorous instructional strategies that promote meaningful engagement (McMillan, 2000). Summative assessments are categorized in the curriculum documents as performance tasks, evaluating a student's knowledge and mastery after a period of learning (NFER, 2022). Performance tasks provide students with cycles of feedback during the process of learning, and allows teachers to enhance or adapt instruction based on student needs. Within their guiding documents, PISD states that the focused areas for district improvement for the current school year include measurable outcomes and accountability structures.  This focus is apparent across each campus in the district as the Campus Improvement Plans include statements of intention to create efficient and data-driven Professional Learning Communities. The focus of PISD, and therefore PHS, includes the protocols and norms for collecting, interpreting, adapting and monitoring  instruction based on data. Prosper High School  recognizes the need for consistent assessment practices based on essential standards, as well as a movement towards common formative assessment protocols throughout courses and grade levels. Lastly, PHS shows a commitment to focus on authentic, real-life skills based competency goals through the use of various assessment types including performance tasks, self-assessment and feedback loops with instructors and students (Conley & Darling-Hammond, 2013).