Academic Preparedness

Our School systematically checks who is taking college pathway classes* and makes plans to address an imbalance. Proportionality is not only checked by ethnicity, but also socio-economic status, first-generation status, and other relevant sub-groups. 

*Ex: early enrichment classes, upper level math/science, honors, Advanced Placement, Dual Credit 

Our school routinely uses data to identify students with potential and actively works to place those students in courses to allow for college preparation. In this process, we specifically look for students who have not been traditionally recruited into college preparation classes. 

Our school program includes early interventions designed to address learning needs. However, participation in interventions or support classes does not track students for their entire high school time.  If a student needs interventions or support classes as a freshman, our school provides opportunities for this student to still access a college-preparation pathway.

Our school interventions to address performance gaps are designed to be culturally-responsive and build on the strengths of the students. Our school staff avoid taking on a deficit-model theory in approaching gap-closing measures.

Our school actively involves students in monitoring their own academic progress.  Students understand their academic standing compared with their own goals or post-secondary plans.  They know what classes are expected for their goals.  Students are active participants in making plans to address any identified academic gaps.

Our school includes academic instruction that recognizes and values Native ways of knowing.  Native knowledge is presented as valid and academic, and we avoid presenting Western knowledge systems as superior. Our recognition of Native ways of knowing as academic is not limited to special populations, special classes or special units; it is woven throughout course content and considered rigorous for all.