In order to develop our students into socially skilled and mature grads at grad, our curriculum and instruction emphasizes the development process rather than emphasizing immediate and/or impulsive solutions to complex problems. In this way, we guide our students to grow in their acceptance of intellectual tension and the complexities of critical questioning.

Our curriculum and instruction develops socially skilled and mature individuals by creating student-centered learning environments and activities requiring cooperation, teamwork, and recognition of others’ unique abilities and perspectives, thus encouraging our students to make sense of complex issues.

In order to give students ample opportunities to develop into socially skilled and mature grads at grad, when organizing class activities and tests, we teach and expect our students to take healthy risks and clearly express their ideas in ways that are comprehensible to others.

In order to develop students who represent compassionate grads at grad, our curriculum and instruction illustrates and models positive social interactions and behavior that focuses not on the benefit to self, but on the benefit to others.

To provide a platform for students to develop compassion, we offer students multiple opportunities to embody diverse perspectives through performances in theatre productions as well as through musical expression.

In order to foster students who represent the ideal grads at grad, our curriculum includes analytical discussions of the perspectives and experiences of many different people to bring about greater awareness of diverse life experiences, which in turn, develops compassion for others.

In order to foster students who represent socially just and responsible grads at grad, our curriculum includes materials and texts, and generates performances, that present a variety of critical approaches on topics to increase awareness of the multiple perspectives of historically marginalized groups including, but not limited to, issues around gender, race/ethnicity, (dis)ability, sexual orientation, and socio-economic status.

In order to foster students who represent socially just grads at grad, our curriculum and instruction include discussion, questioning, and classroom inquiry that challenge traditional telling of stories/history/performances, as well as assumptions embedded in language, images, and other representations of society and groups within the wider society.

To develop students who see the world through a lens of social justice, we provide all students access to our most challenging courses, where we expose and analyze issues of equity and power.

In order to produce students who are skilled at analyzing through various critical lenses, we teach our students to ask questions such as the following:

• Through which lens is the author writing?

• What is the author’s reasoning?

• How do various authors differ in their approach and perspective?

• How does passage affect my life, my assumptions, my society? Others’ lives, assumptions?

• How does this passage relate to other passages read, to another period of history, to another theory?
  
  

• Able to look at all parts of ideas and then make judgments
• Introspective about his or her own history
  
• Free of stereotypes
• Culturally aware
• Aware of his/her own ignorance in relation to issues of social justice
• A person of integrity and character
• A person who has a sense of "what you reap is what you sow"
• Productive
• Aware that personal gifts bear responsibility for doing good in the world
• A person of moral integrity
• Aentered on issues of justice
• Fair-minded
• Tolerant
• Aware of the world
• Someone who wants to make a difference
• Aware of and beginning to make sense of issues of environment, globalization, poverty, and other macrocosmic frameworks
• Aware of power structures and systems and knows how they impact individuals
• Able to function in a diverse world
  
  

In order to develop students who represent well-rounded and holistic grads at grad, our curriculum and instruction is based on a holistic viewpoint. Teachers inspire students to explore the learning process and not focus only on the results. Students are encouraged to question us as educators, to question social norms, and to self-reflect. Our students make connections across academic disciplines and apply this knowledge to their everyday lives.

Our students develop into well-rounded and holistic grads at grad through experiences that push them to express themselves articulately orally, in writing, through visuals, and performances with careful consideration of wording and weighted language.

In order to develop students who are well rounded and holistic grads at grad, our curriculum and instruction foster students’ skills and abilities to identify and creatively problem solve real world issues through interdisciplinary projects.

Our curriculum integrates EPAS and Integrated Math style projects and assessments in order to connect the ideas of the classroom with both College Readiness Standards and real world ideas to produce a well rounded education.

Our students read primary sources representing multiple perspectives, including perspectives tailored to studies of gender, race, ethnicity, religion, socio-economic status, sexuality, political leanings, and critical lenses.

• Able to think "out of the box"
• A person who can make connections across history, subject areas, themes, and ideas
• Open to varied experiences and exposures
• Able to see the connections among all disciplines
• Well-rounded mentally, physically, educationally, and culturally
• Able to solve problems
• Able to express him or herself publicly, clearly, and with imagination
• Able to apply knowledge
• An independent thinker regardless of forces that attempt to prevent free inquiry
• Enthusiastic and curious
• Imaginative
• Equipped with a background in science, math, English, technology, critical thinking, literacy in arts and music, and manners
  
  
  

In order to develop students who represent intellectually competent grads at grad, our curriculum enables our students to be critical & analytical thinkers. We accomplish this through instruction that promotes advanced levels of literacy, mathematical problem-solving, self-awareness, others and global awareness, as well as a social commitment to effect productive change to the world’s most harrowing problems.

In order to foster students who represent intellectually competent grads at grad, our curriculum and instruction emphasize creating connections among disciplines.

In order to develop students who embody intellectually competent grads at grad, our curriculum and instruction develop self-sufficient thinkers who make knowledgeable decisions from multiple perspectives with integrity.

In order to develop students who embody intellectually competent grads at grad, our curriculum and instruction elicits development of students’ critical thinking skills.

Our students develop into intellectually competent grads at grad as they grapple with curricular material from each of the content areas of Mathematics, English, World Language, Social Science, Physical Education, the Visual Arts, the Performing Arts, Science, and Technology to be able to use in their future as college students and productive adults.