Beliefs

  • Learning is a Shared Responsibility

    We believe student achievement is realized through shared responsibility between teachers, parents, administrators and the students.

    Our shared responsibility includes:

    • Recognizing that "each student should be educated in the least restrictive environment. The degree of inclusion provide each student is based on the extent and nature of modifications required." (Source: Policy #AP4350)
    • Implementing the strategic plan end result #1, "Students will meet or exceed district standards and age-developmentally appropriate benchmarks for academic competency in all content areas."

    The Gifted Services Teacher has a Shared Responsibility in:

    • Differentiating instruction to raise achievement for gifted and talented learners.
    • Facilitating and participating in professional development to meet the needs of gifted and talented learners.
    • Collaborating to raise achievement for gifted and talented learners.
    • Advocating for the needs of gifted and talented learners.

    The Child has a Shared Responsibility in:

    • Acting responsibly, being organized, using time wisely, taking ownership of tasks, and asking for help when needed.
    • Being self-motivated to work to one's full-potential.
    • Applying higher level thinking skills.
    • Showing respectful behavior in any learning environment.

    The Classroom Teacher has a Shared Responsibility in:

    • Differentiating instruction through the use of a variety of techniques and strategies that consider the learning styles and abilities of all students.
    • Collaborating with gifted services teacher concerning individual student's needs.

    The Principal has a Shared Responsibility in:

    • Supporting gifted services through involvement in the referral process.
    • Providing physical resources that meet the needs of students.
    • Being a liaison among students, gifted services teacher, classroom teachers, parents and community.

    The Parent has a Shared Responsibility in:

    • Advocating for their child's learning needs.
    • Providing information about their child's strengths, talents, interests, and needs.
    • Supporting their child and teachers.