Our Vision

We Believe

• Student learning is the primary focus of our school system
• ALL students can learn.
• Quality staff is imperative for student achievement.
• Behaviors that convey high expectations lead to greater success.
• Successful schools maintain partnerships among the home, school, and community.
• School must prepare students for the changing future.

We Value

• Trust and Honest Communication
• Common Understanding
• Personal Responsibility
• Commitment
• Results
• Stakeholder Participation
• Competence
• Continual Improvement

Our Mission

Our Management System Leadership Models the five practices of The Leadership Challenge Communicates and models the school system's values and beliefs Sets direction and establishes clear objectives and performance measures that support student achievement and respond to stakeholder expectations Promotes both innovation and learning from past experience Addresses its responsibilities to the public. Student and Stakeholder Focus Determines the needs and expectations of students and stakeholders-those who have a vested interest in the work of the school system Builds strong relationships and provides excellent customer service Determines levels of student and stakeholder satisfaction Strategic Planning Examines student and stakeholder needs and expectations, staff capabilities and needs, resotuce utilization, and environmental changes Defines objectives, performance measures, targets, and strategies for each goal area of the school system's Balanced Scorecard Aligns school and departmental strategic plans with the school system's strategic plan Aligns resource allocation with strategic plans Educational And Support Process Planning Continually improves educational programs through the 8-Siep Instructional Process Continually improves key support processes through the Continual Improvement Process (See-Plan-Do-Check cycle) Eliminates programs or processes that are not effective or essential Examines and incorporates best practices of comparable schools, school systems, and relevant organizations that have better performance results Human Resources Expands staff capabilities, enhances personal development, and empowers all staff to be involved in and responsible for school system improvement Aligns job functions, staff development, and rewards with school system's objectives Promotes communication, cooperation and knowledge sharing among schools and departments Determines levels of staff satisfaction Performance Results Produces results that meet or exceed targets in the school system's Balanced Scorecard Produces results that meet or exceed targets in school and department strategic plans Produces results that exceed comparable schools, school systems, and other relevant organizations

8 Step Instructional Process

1. Data Disaggregation

Examine individual assessments for incoming students. Review performance on each objective. Rank objectives from weakest to strongest.

2. Instructional Timeline

Develop an annual calendar for each grade that identifies objectives to be taught each week. With consideration of sequencing concepts, teach the weakest objectives earlier in the school year.

3. instructional FOCUS

Begin each class teaching the objective for the day in a brief, on-grade-level lesson for the entire class.

4. Assessment

After teaching the objective for the scheduled amount of time, give each student a four- to-six item assessment.

5. Tutorials

For those students who do not pass the assessment, provide tutorial time on that ojective until they have mastered it.

6. Enrichment

While students are in tutorials, those students who passed the assessment receive academic enrichment to extend their learning.

7. Maintenance

Build activities into the instructional day that maintain the objectives taught earlier in the year.

8. Monitoring

The Principal and Curriculum Support Teacher observe implementation in the classroom and support the process through activities such as locating new instructional materials, adjusting the school schedule, and identifying effective practices among teachers.