Readiness Indicators

• This data provides important insight into the academic preparedness of students, particularly readiness for postsecondary education. 

• Grade 11 - Met or exceeded the ACT state average score

• Grades 9 & 10 - Met or exceeded the PreACT Secure state average score

• Target: Cumulative Weighted GPA of 2.8 or higher

• High School Grade Point Average is consistently the strongest predictor of four-year college outcomes for all academic disciplines, campuses, and freshman cohorts. 

• Students who are able to demonstrate at least a 2.8 GPA are generally regarded as possessing both the academic knowledge and behavioral dispositions to be successful in university and technical college settings

• Target: Enrolled in one (1) or more during high school career

• Advanced Placement course enrollment showcases a student's ability to tackle rigorous, college-level coursework, signaling their preparedness for higher education.

• List of AP Courses

• Passing an AP test with a score of 3 or higher provides an indicator of academic rigor and component of college readiness.

The AVID Elective is the core of AVID Secondary. It targets students in the academic middle with the desire to go to college and the willingness to work hard. Often, AVID Elective students will be the first in their families to attend college, and come from groups traditionally underrepresented in higher education.

• Target: Complete Algebra 2 course and earn a C or better.
• Algebra 2 equips students with critical analytical and problem-solving skills necessary for success in higher-level math and various academic disciplines.

• Academic Career Plans are a student driven, adult supported process in which students explore their personal interests, careers, and postsecondary options in order to be fully prepared for life after high school.  

• ACP Grade Outcomes

• Jefferson High School ACP Scope and Sequence

1. Independent Employment

2. Work-based Learning

Independent Employment

• Employment held outside of school, at any point in a student's high school career, which is not for high school credit.
• Independent employment prepares high school students for careers by developing foundational soft skills like time management and communication, providing a direct link to the workforce and current job market, and building confidence through real-world experience.
• These experiences offer practical, hands-on training and help students identify career paths based on their interests and talents. 

Work-Based Learning

• Youth Apprenticeships, Co-op, Options work
• Participation in career-based experiences and completion of industry-based credentials is an indicator of career-readiness. Coupled with academic and life-ready indicators, students meeting these benchmarks have an increased likelihood of post-secondary success.
• Work-based learning programs provide students with hands-on experience in real work environments, helping them develop essential skills and professional networks. These programs bridge the gap between academic learning and the professional world.

• An IRC is a verification of a students’ qualification or competence through a technical education program. Credentials have currency in two primary ways: they (1) help an individual find employment or advance in the workforce and/or (2) accelerate a student’s progression into and through postsecondary education and training. 

• Participation in career-based experiences and completion of industry-based credentials is an indicator of career-readiness. Coupled with academic and life-ready indicators, students meeting these benchmarks have an increased likelihood of post-secondary success.

• WI DPI Industry-Recognized Credentials

• List of SDoJ credential options coming soon!

• Target: Complete a dual enrollment course with a C or better during high school career

• Dual enrollment students are (significantly) statistically more likely to: Persist in college to a second semester; Earn higher post-secondary GPA one and two years after high school; Remain enrolled two years in a post-secondary institution; Male and low-income students benefited more from dual enrollment participation than their peers.

• List of SDoJ Dual Credit opportunities coming soon!

• Target: Participation in two (2) or more activities per school year
• Students involved in 2 or more co-curricular activities promote student engagement, achievement, feeling of belonging, and future college success on campus.
• Participants in extra-curricular activities are more likely than non-participants to aspire to higher education—60% are expected to complete a bachelor's degree.

• Target: SDoJ and DPI strive for a 90% attendance rate or higher for all students. 

• Students who attend school regularly are more likely to succeed in school and careers. Missing too many days of school and falling behind are often reported by students as reasons for dropping out.

• Course attendance is eight times more predictive of course failure in the freshman year than 8th grade test scores. More than half of students who miss less than a week of school per semester have a GPA of 3.0 or better

• Target: 10 or more hours during a student's high school career
• Giving back to the community provides students with opportunities to participate in real-world experiences and can help build a sense of pride.

• Target: Complete course with a C or better
• Personal financial literacy education is the focus on teaching students the ability to understand, evaluate, and communicate information about money and financial services. This learning includes the selection of appropriate financial options, the ability to plan for the future, and the capability to respond to life events and their effect on personal finances.
• The Wisconsin Standards for Personal Financial Literacy (the standards) are divided into six strands:
  • Financial Mindset
  • Education and Employment
  • Money Management
  • Saving and Investing
  • Credit and Debt
  • Risk Management and Insurance

• Target: Two (2) or less office discipline referrals per year
  • *Incidents in which the student is identified as the victim are not a negative factor
• Students who receive 2 or less behavior referrals a school year are able to regulate emotions and display responsibly, respect, and character. These attributes are important for success in any career or post-secondary institution.

• Target: Complete two or more years of a world language course and earn a C or better.
• Speaking multiple languages develops competence to communicate effectively and interact with cultures around the world.