Teacher interactions are structured to provide maximum interaction with every student. All classroom procedures and patterns, including seating, lines, activity areas, academic, and athletic groups are gender, ability and race inclusive. Students are taught to understand and value diversity through both the formal and informal curriculum. Heterogeneous grouping is predominately used to promote social understanding and enhance opportunities for success in a wide variety of social settings. Alternatives to tracking are explored especially where data indicates that tracking leads to lower achievement and aspirations for students.
Inclusive language is modeled in teaching.
Assessment strategies are subject to continuous review and improvement. Accommodations in assessments are made and are based on the students' need. Accommodations do not give the student an advantage over other students and do not change the nature of what is being tested. All students are provided with alternatives for earning credit through challenge exams and performance tests. Teacher-student interaction patterns are studied to promote equitable involvement with every student.