(purpose) Support instructional staff and campus administrators


(how) using a holistic, interdisciplinary approach to assessment, data disaggregating and interpretation, planning and design, implementation, monitoring and adjusting.


(outcome) to help all stakeholders meet the individual needs of all students as evidenced by continuous improvement for each child.




We believe all children can learn; it is the rate of learning that varies.


We believe all teachers can teach to mastery learning if the curriculum is aligned; high yield instructional strategies are used; and the appropriate supports are provided when they are needed.


We believe continuous professional learning is crucial to student success.


We believe principals are the instructional leaders on the campus.


We believe the primary purpose of district level administrators and district level support staff is to remove barriers and obstacles to instructional leadership, teaching, and learning.


We believe all parents want better lives for their children. School staff must initiate and nurture a partnership with all parents.


We believe all members of the community are stakeholders in the success of each student as student success is a direct reflection on the image of the community.


We believe a holistic, interdisciplinary approach to problem solving is crucial to student success as many variables influence student learning. An interdisciplinary approach requires the ability to role release, cross discipline boundaries, and share ownership for the outcome.


We believe a positive school culture is paramount to student success. The organizational health and culture of the school must be conducive to productivity and creativity.


We believe teaching is a science. Research must be valued, monitored, scrutinized, analyzed, and applied to teaching and learning.


We believe teaching is also a psychology. Teachers must connect with their students on an emotional level for learning to occur.