 | All students can
learn, and students’ learning is the chief priority for the
school; learning needs are the primary focus of all decisions
affecting the work of the school. |
| Students need not only
to demonstrate their understanding of essential knowledge and
skills, but also to be actively involved in solving problems and
producing quality work. |
| Each student is a
valued individual with unique physical, social, emotional, and
intellectual needs, regardless of his placement in exceptional education,
limited English proficiency, and/or gifted programs; therefore, all these
needs are met through special services and resources. |
| Students need to apply
their knowledge in meaningful contexts and are provided with
opportunities for success. |
| Faculty, staff,
administrators, parents, and the community share the responsibilities for
advancing the school’s mission; continuous improvement is imperative if
our school is going to enable students to become confident, self-directed,
and lifelong learners. |
| A student’s
self-esteem is enhanced by the positive relationships and mutual
respect among and between students and staff, and knowledge of our
cultural diversities increases student’s understanding of
different peoples and cultures. |
| A safe and physically
comfortable environment promotes student learning. |
| Challenging
expectations increase individual student's performance; therefore,
our curriculum and instructional practices incorporate a variety of
learning activities to accommodate differences in learning styles. |
| Assessments of student
learning provide students with a variety of opportunities to
demonstrate their achievement of the expectations for their
learning, and they learn to make appropriate decisions given a
supportive and challenging learning environment. |
| Minor
High School functions as a learning organization and promotes
opportunities for all those who have stake in the success of the
school to work together as a community of learners. |
