The fundamental purpose of 27J Schools can be summarized in its mission, “The mission of 27J Schools, with the support of families and the community, is to ensure that ALL students have the knowledge, skills, and attitudes needed for present and future competence and success.”
This requires 27J Schools to strive to ensure that all students have equitable opportunities to take full advantage of their education. Increasing access generally demands that 27J Schools raise expectations for all students to meet or exceed grade level competencies, provide additional services and support, and remove any actual or potential barriers that might prevent some students from equitable participation in certain courses or academic programs regardless of race, religion, gender, disability, English language ability, perceived intellectual ability, sexual orientation, past academic performance, family income or educational-attainment levels, community affluence, geographical location, or school facilities.
Comparable high academic achievement, equitable access and inclusion, equitable treatment, equitable resources, and equitable opportunities to learn begin in “The Thinking Classroom” as the ideal classroom for learning for ALL 27J Schools’ students. As its name suggests, classrooms will be places where all students are actively thinking, inquiring, problem solving, engaging, and self-regulating in order to prepare them for the future of 2038. Alongside our vision for the Thinking Classroom, new graduation requirements for our students graduating in 2021 and beyond also support our drive that all students receive core instruction. Our graduation guidelines link academic standards and competencies to high school graduation. We must provide ALL students the best, most supportive learning experiences, environments and instructional opportunities through being accountable for student learning. This will ensure that regardless of the path our 27J students choose (workforce, military, or higher education), they will have future competence and success.
While all marginalized groups of students and their families fall under the umbrella of equitable access, the purpose of the following logic model serves to specifically begin to focus on equitable access for English-language learners (ELLs) in 27J Schools. We must ask ourselves: How are we expecting ELLs to meet or exceed grade level competencies? How are we providing additional services and support? How are we removing any actual or potential barriers that might prevent some students from equitable participation in certain courses or a