Teaching and Learning

Teaching and Learning

The teaching and learning within an academy meets or exceeds external standards and college entrance requirements while differing from a comprehensive high school by focusing learning around a theme.

Criteria

  1. External standards 
    The academic curriculum is framed around the Common Core State Standards (CCSS), national standards or adopted state standards. The career and college curriculum is framed around national, state, post-secondary, the Common Career Technical Core and/or career readiness standards.
     
  2. Rigorous learning 
    Coursework reaches high levels of English and mathematics, generally four years of each, in addition to substantial coursework in science and social studies. All graduates are qualified to attend a full range of post-secondary education options without the need for remediation because they have mastered curriculum that meets college entrance requirements.
     
  3. Sequenced, integrated, and relevant curriculum
    Curriculum articulates from the beginning of an academy through the senior year with a defined course sequence and at least two core academic classes and one career/theme class each year. Curriculum is integrated among the academic classes and between these and the career class. Learning illustrates applications of academic subjects outside the classroom, incorporates current technology and 21st Century Skills, and includes authentic project-based learning.
     
  4. Post-secondary planning
    Students have access to career and post-secondary information, are provided guidance and advisement in these areas, and begin a written post-graduate plan during their sophomore year, which will be reviewed and refined each semester. The plans begin with goals that each student sets, which become an ongoing personalized learning plan. Progress on this plan is reviewed by the student as well as parents/guardians, counselors, and advisors.
     
  5. Dual credit options
    Options for post-secondary credit exist in a variety of ways and may include articulation agreements, dual credit and/or college credit for upper classmen, concurrent credit, trans scripted credit, AP, AICE and IB credit. The academy articulates its upper level curriculum with relevant post-secondary programs.
     
  6. Development of a portfolio and participation in a capstone project.
    The student portfolio and capstone project are reflective of the academy in which the student is participating.