Theory of Action

  • This theory guides our continuing efforts to enhance all aspect of our educational programs, Kindergarten through 8th grade, with the final expectation that ALL students will realize increased levels of educational success in academic, social, emotional and behavioral domains. 

    Climate and Culture

    If we develop a culture, where everyone in the school and greater community acts upon the belief that all students are capable of learning at high levels, then all students will have greater opportunities and the necessary supports to be successful.

    Parent & Community Partnerships

    If we increase meaningful engagement in every school activities and programs, then our students will benefit from greater support before, during and after school. 

    Learning & Teaching

    If we ensure that, every lesson is planned using standards--‐based curricula, is rigorous, and is taught in a differentiated manner designed to meet the learning needs of each student, then we will accelerate learning and close the identified achievement gaps.

    If we implement high quality formative and summative assessments on a recursive basis and engage in ongoing analysis of the learning and teaching process, then we will make responsive adjustments to instructional planning and delivery.

    If we implement a reflection, process that is directly connected to a responsive professional development program based upon the learning needs of all students and staff, then the process of school improvement will be enhanced.

    Continuous Improvement

    If we engage in a deep and continuous process of data--‐driven decision--‐making with the best interests of our students in mind, then we will expand successful programs and support areas in need. 


    If we prioritize our needs based upon student outcomes, then we will make informed decisions when allocating resources.