To challenge all students to reach their highest learning potential through a diverse curriculum, differentiated instruction, and authentic assessments. We will foster a strong work ethic, academic integrity, and a plan to become productive members in a global community.
- Black/African American: 2%
- White: 88%
- Hispanic: 5%
- Hawaiian/Pacific Islander: 1%
- Asian: 2%
- Native American: 1%
- Two or more races: 1%
- ELL: 3%
- Economically Disadvantaged: 25%
Sergeant Bluff-Luton High School currently serves over 500 students and is located in a thriving and growing suburban community adjacent to a larger urban community. Sergeant Bluff is comprised of families and teachers with a strong focus toward education and high expectations of academic success. This expectation of success helps to create a sense of urgency and pride within our school to succeed and continue to pursue a tradition of excellence. As our district grows and becomes more diverse in population, these established expectations within the building help foster a strong passion for achievement for all backgrounds regardless of ethnic or socioeconomic status.
Our relationship-building programs and our invested teachers add to that sense of community. The counselors are constantly developing new ideas to welcome and to build a sense of belonging and self-awareness in students. The teachers at Sergeant Bluff-Luton High School listen to student needs and develop positive relationships, which creates a culture where being successful is an opportunity for all. Teachers are invited to play key roles in initiatives and to contribute to the direction of professional development, which also adds to the sense of community and ownership. That feeling seems to filter down to the students as well.
When it comes down to it, success begins with teachers who constantly strive to improve and to impact students and with principals who create the opportunity and tools to do so. We believe strongly at Sergeant Bluff-Luton High School that all students can achieve no matter their backgrounds or needs. Within our collaborative communities of professionals (PLC’s), where we work to improve our pedagogy, it is our belief that successfully implementing and embedding the AIW Framework (Authentic Intellectual Work) into our teaching and learning has had a broad positive impact on student achievement. The focus on Conceptual Understanding, High Order Thinking and Substantive Conversations changes the teachers' approach to planning and to instruction, which leads to students' perspective that learning means conceptual understanding over memorization or mimicking a procedure.
The tradition of high expectations and collaboration, the building of a positive climate, and the focus on ongoing improvement have all been invaluable in the success of students at Sergeant Bluff-Luton High School.