Abstract: Current discourse regarding student enrollment and performance in introductory physics courses at the collegiate level often focuses on student preparation or “readiness”. In this presentation, I will offer a framework for discussing and transforming calculus-based introductory physics sequences that focuses on “departmental readiness”. According to the U.S. Department of Education data, only 53% of high school students in the U.S. attend a public school that offers a full range of math and science courses. Only 87% of high schools offer Algebra One and only 61% of high schools offer physics. Thus, enrollment eligibility for introductory collegiate level courses that are based on prior mathematics and physics content knowledge, exacerbate existing inequities in educational access. In this presentation, I will explore models for making systemic changes to enrollment criteria, course structure, and course content for calculus-based, introductory physics sequences designed to support the needs of all students.