Mission Statement

: Preparing future scholars, innovators, and world citizens. 
  • Scholars with the academic skills required for postsecondary and global workforce success
  • Innovators who create solutions to local and global problems through empathy, creativity, and collaboration
  • World Citizens who are respectful, responsible, ethical, and compassionate
We believe learning is a social process and relationships are important. Scholars that are known as individuals, challenged intellectually, respected, supported, and connected to their learning will be successful. 
School Structures
  • Small size of the school facilitates support individual and small group learning
  • Scholars take 3 to 4 academic classes at any one time during the school year.
  • Reduced teacher academic case load using alternative scheduling
  • Advisory classes built into the weekly schedule. Advisory is held at least once a week. Scholars maintain the same advisory from year-to-year. 
  • Time is built into the weekly schedule for scholars to engage in high-interest and/or academic support seminars ( e.g.,  tutorial, dance, yearbook).      
Building Meaningful and Sustained Relationships
  • Teacher teams with common scholars discuss scholars' academic and social/emotional goals and needs. 
  • Staff advisors are the primary point of contact for the family, and monitor scholars personal and academic development 
  • Parents feel welcome on campus and know that they can advocate for their children.
  • Diverse cultures and experiences of the school community members are respected and valued.
Learning Environment 
  • Emphasis is placed on integrated, problem-based learning that calls on scholars to reflect their personal interests and experiences in their work.
  • Scholars maintain a portfolio of work that reflects their unique strengths and goals.
  • Internships build relationships by connecting scholars with community members and industry professionals.
  • School facilities are intentionally designed to foster meaningful collaboration.
  • The content and delivery of instruction is culturally responsive.
  • All scholars have equitable access to learning (heterogeneous classrooms).
Scholar Support System
  • The primary academic and social-emotional student support occurs in the context of the core classrooms and is supported by the grade-level team, rather than additional support classes and programs.
  • Counselors and outside service providers assist all scholars in being successful.
  • Scholar-support teams identify and address scholars in need of additional academic, attendance, behavioral, or social-emotional interventions.
We believe scholars who are challenged Intellectually by actively exploring real-world problems value their learning and are motivated to succeed. 

Core Academic Program 
  • Scholars read, write, think, and behave like scientists, mathematicians, historians, and artists. They experience and investigative open-ended, problem-based learning (Interdisciplinary).
  • Scholars learn to synthesize concepts and ideas for greater understanding and application (Depth vs. Breadth).
  • Scholars present their work to peers, staff, and community members.
  • Scholar understanding is assessed through projects and presentations of learning.
We believe skilled teachers understand that scholars learn in different ways. They know a great deal about the learning process, and they use this knowledge to make the content accessible for diverse learners and support the learning process. 
Making Content Accessible
  • Teachers must be experts in their subject matter, the needs of diverse learners, and the learning process.
  • Teachers use multiple modalities of instruction to make content accessible to scholars of varying levels.
  • Teachers know how to access curriculum resources and use them effectively with scholars.
  • Teachers know how to represent the ideas in their content area so they are accessible to scholars with varying levels of prior knowledge.
  • Teachers collaborate with colleagues in other subject matters to design lessons that connect scholars' learning across disciplines.
Understanding the Needs of Diverse Learners
  • Teachers are committed to meeting the learning and adolescent development needs of a diverse group of scholars.
  • Teachers deliver content in a culturally responsive manner.
  • Teachers are skilled at determining what scholars already know and how to shape lessons so they learn well. 
Supporting the Learning Process
  • Teachers understand language learning and literacy development to support all scholars well, especially English-learner scholars and scholars with learning differences.
  • Teachers establish a "student-as-worker; teacher-as-coach" learning environment. Teachers are designers of project-based learning using essential standards and questions to help scholars make meaning of their learning and cross curricular connections. (Using MindWell, Linked Learning).
  • Teachers understand how to enable scholars to critique their own (and others') learning and set/monitor meaningful learning goals for themselves.
  • Teachers use assessment and data effectively to identify scholars' strengths and needs and to help them learn better.
  • Teachers are continual learners about their content, the learning process, and how to teach their subject matter.