School Culture. Specifically, Contractor’s Educational Program shall comply with MPS Administrative Policy 9.09, Visitors To The School, which policy, among other things, encourages parents to visit the classrooms and observe the work of the schools, and which policy is attached hereto and incorporated herein by reference as Appendix H.
School Culture b. The State will provide the School with funding for a full-time planner from October 1, or upon signing of the MOU, whichever first occurs, to December 31, 2014, who will assist in the development of the Plan. The planner will be selected and employed by the District. The State will provide scheduled technical assistance workshops to answer questions related to developing the Plan. The State will provide multiple opportunities for the District to submit the Plan for informal feedback before the December 31, 2014 deadline, as outlined in the Turnaround Guide.
School Culture. School cultures teach. They teach through the expectations set for and by the people working in them, both children and adults. They teach through the visible and invisible ways that people work together. They teach through the ways in which people treat one another. Safe, supportive school cultures mitigate the potential effect that differences among students could have on their learning. Harbor principals are accountable for the school culture and must intentionally create the conditions consistent with Harbor philosophy and practices. Harbor schools intentionally create a culture that lives what it believes. School cultures teach children and adults directly and indirectly. Everything that occurs within a school culture shapes behavior of people. We are intentional about shaping that behavior. The practices and conduct of the adults in the school are expected to be a primary model for students as they learn the character traits and work habits that will be life-long assets to them. Harbor Schools focus on safety by removing fear, threat and intimidation from the learning environment. A focus on kindness and a zero tolerance policy for teasing, taunting, bullying, and negative peer pressure creates a positive, supportive and constructive environment for children to learn and grow. Adult decisions are made based on what is in the best interest of the students and the development of their knowledge, skills and dispositions. There is evidence of kindness between students and students, students and adults, and adults with adults. Adults demonstrate their respect and their responsibility to maintain a clean, orderly environment. They extend themselves to one another and to the students. Respect and personal responsibility is visible in all interactions.
School Culture. School cultures teach through the expectations set for and by the people working in them, both children and adults. They teach through the myriad of ways that people work together and treat one another. Safe, supportive school cultures mitigate the potential effect that differences among students could have on their learning. The principal is accountable for the school culture and must intentionally create the conditions consistent with the school’s philosophy and practices. School cultures teach children and adults directly and indirectly. Everything that occurs within a school culture shapes behavior of people. We are intentional about shaping that behavior. The practices and conduct of the adults in the school are expected to be a primary model for students as they learn the character traits and work habits that will be life-long assets to them. The Academy focuses on safety by removing fear, threat and intimidation from the learning environment. A focus on kindness and a strong policy against teasing, taunting, bullying, and negative peer pressure creates a positive, supportive and constructive environment for children to learn and grow. Adult decisions are made based on what is in the best interest of the students and the development of their knowledge, skills and dispositions. There is evidence of kindness between students and students, students and adults, and adults with adults. Adults demonstrate their respect and their responsibility to maintain a clean, orderly environment. They extend themselves to one another and to the students. Both respect and personal responsibility are visible in all interactions. Curriculum Overview In keeping with The Academy’s mission to prepare learners to be functional citizens of the 21st century, we recognize that such preparation is more than the assimilation of facts. Proficiency in a discipline means that the learner becomes a capable practitioner and has a sufficient foundation to pursue advanced study. The Academy emphasizes both the acquisition and application of knowledge. The Academy Charter School curriculum contains both traditional academic subjects and additional language areas that make The Academy Charter unique. The Idaho State Department of Education Standards and Benchmarks serves as the starting point and is enhanced with unifying themes and other creative methods. The subjects that comprise the curriculum are listed and briefly discussed below. The traditional core curriculum areas of language, a...
