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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 this 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?

  • 4.

    WellRounded & Holistic

In order to develop students who represent wellrounded 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 selfreflect. Our students make connections across academic disciplines and apply this knowledge to their everyday lives.

Our students develop into wellrounded and holistic grads at grad through experiences that push them to express themselves articulately in writing, orally, 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 fosters 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, socioeconomic status, sexuality, political leanings, and critical lenses.

5. Intellectually Competent 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 problemsolving, selfawareness, 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 emphasizes creating connections among disciplines.

In order to develop students who embody intellectually competent grads at grad, our curriculum and instruction develops selfsufficient 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 elicit 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 use in their future as college students and productive adults.

*To see the complete JCP Profile of the Ideal Graduate please visit our website at www.JonesCollegePrep.org

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