; and (iv) ensure that school governance teams emphasize representation among historically marginalized groups and reflect the diversity of community, including diversity with respect to language, race, ethnicity, socioeconomic status, and role in the schooling process. (E) Rigorous, community-connected classroom instruction, such that teaching and learning in the school infuses high-level content and skills with real-world learning opportunities and the curriculum is deeply connected to the local community and students’ identities, cultures, and experiences, providing opportunities for students to engage in meaningful inquiry-based learning and problem-solving. This may include— (i) instructional resources, curriculum, and professional learning that are modified to reflect and support a community-based learning approach in community schools, emphasizing locally designed community-based curriculum and pedagogy to improve students’ sense of agency; or (ii) development and administration of assessments that provide evidence of the impact or value of community-based pedagogy (such as performance assessments that include capstone projects, portfolios, and similar assessments). (F) A culture of belonging, safety, and care, such that the school climate is welcoming and fosters trust among students, families, partners, and staff, each person in the school community is valued for their rich diversity of experiences and is encouraged to share their views, knowledge, and culture, the school becomes a place grounded in healthy relationships, in which members feel safe and comfortable navigating conflicts and taking risks, and students feel connected to and are active participants in the school community. This may include— (i) emphasizing positive relationships and interactions, and educators modeling these relationships and interactions through their own behavior; (ii) acknowledging and addressing negative behaviors and chronic absenteeism in developmentally appropriate and positive ways