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Beliefs & Practices

We believe student learning and growth is our common goal, and because we believe this, we:

  • Collaborate to create common expectations and identify learning targets for grade levels, courses, and  grade spans; 
  • Refer to learning targets in the daily life of a classroom; 
  • Use common assessment criteria;  
  • Allow for redrafting of work coupled with reteaching; 
  • Continue to improve, grow, and learn as professionals;  
  • Support professionals to improve student learning 

We believe students learn best when they are engaged, and because we believe this, we: 

  • Design instruction that is meaningful, authentic, and relevant; 
  • Teach students using their concerns and  interests; 
  • Challenge students to help design the work; 
  • Collaborate to find best practices to enhance student  engagement; 
  • Use reflection and feedback to help students set goals, develop tools for learning, and assess  their own work 

We believe students learn in a variety of ways and at different rates, and because we believe this, we: 

  • Facilitate the use of multiple pathways to demonstrate knowledge and skills; 
  • Allow multiple opportunities to  demonstrate learning; 
  • Offer enrichment opportunities in and out of the classroom; 
  • Build support systems  that can happen as close to the moment when a student needs help as possible and during the regularly scheduled day; 
  • Commit to a mindset of continuous improvement for all students; 
  • Give students time to grow  in their learning 

We believe students need practice and feedback before being expected to demonstrate learning, and because we believe this, we:

  • Assist students to practice formatively and demonstrate summatively; 
  • Provide opportunity to practice and  make mistakes; 
  • Give specific, descriptive feedback; 
  • Communicate progress & performance clearly with  students and families; 
  • Ask students to reflect on their learning goals and growth 
  • We believe students need to develop habits of work, and because we believe this, we
  • Consider habits of work separately from academic skills and knowledge; 
  • Develop work habit criteria for the  group and goals for individual students; 
  • Teach and help students practice habits of work; 
  • Provide feedback  on habits of work 

We believe professionals use evidence from student work, behavior, and feedback to inform decisions, and because we believe this, we:

  • Collect evidence from multiple sources of information; 
  • Store data in a consistent manner so that it can be  accessed; 
  • Analyze and use data; Improve curriculum, instruction, assessment, and systems based on  evidence; 
  • Create structures and practices to support students academically, socially, and emotionally