The High School program is guided by the Tribes Learning Community model. This model centers on shared core values and group processes to shape and preserve a community that promotes growth and learning. In addition, the HS uses a community (peer) governance system and a stipend system reinforcing positive efforts and behaviors.
A typical day starts with a quick breakfast and an advisory group. The three advisor groups are run by an HS teacher and social worker. The schedule for the day is reviewed with announcements from both staff and students, there is a brief check-in, followed by mindfulness core practice, and ending with a community-building activity.
HS curriculum is designed to meet the requirements of each student’s sending district’s requirements for graduation. The high school program is working towards a proficiency-based curriculum and assessment system to ensure that all students are college and career-ready. Our specialized instruction helps support any student who may need extra help or accommodations.
We use state-approved curriculum in our content area classes. In addition, high school students participate in academic career development in which they explore the world of employment. In the last two years of high school, students narrow their vocational and post-secondary exploration and develop more specific college and vocational goals.
STAT: Students, Teachers, and Trades
Student-run businesses are an integral part of the high school program’s focus on transition to adult life. Students participate in staffing and managing several small businesses.
As students progress through their high school years, their involvement and leadership within the businesses increase. Students are responsible for product/service development, cost analysis, marketing, accounting, personnel issues, and profit sharing.
The businesses are provided consultation by the Collaborative School’s business manager and executive director.
By the final year of high school, students participate in a paid summer vocational assessment, internships, job shadows, and/or part-time jobs, and may attend a college class for high school and college credit.
It is the goal of our program to have students successfully employed and/or enrolled in a post-secondary program before graduation.
An Attachment, Trauma & ASD Informed Treatment Setting