Administration and staff have created a warm and welcoming environment with successful implementation of expectations to establish relationships and high expectations. Students claimed to be happy with their school and their relationships with each other and their teachers.
| The district will benefit from increasing their focus on completing more surveys for staff, students, and families. Teacher surveys could not be used as only 9 were completed. |
| Students claimed to be happy with their school and their relationships with each other and their teachers. Most parents feel the learning climate for their children is positive. | The physical safety of the school raises a significant concern as the doors do not lock properly and community key cards allow complete access to the entire building. Suggested areas of growth would include analyzing and implementing safety features throughout the school.
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| The emotional environment at the school is positive. Students feel comfortable going to their teachers or trusted adults with their problems and/or comments. All teachers seemed to have great relationships with students. Staff employed positive reinforcement methods, like a positive behavior board, to redirect negative behaviors. Students reported opportunities to collaborate across grades for school-wide activities, a priority for teachers who engage in informal problem-solving and regular meetings. The close-knit community allows staff to build professional and personal relationships with students and families, with many staff members sharing similar experiences as parents themselves. | Hallways and most classrooms are well decorated, most contain high-quality work as well and the environment in the school and by teachers is overall very positive and highlighted with school pride. |
| Teachers across the board have taken steps to implement engaging and creative curricula to entice student learning. Class observations showed the majority of students in all grades were actively involved in their learning. Projects were a significant favorite of focus group students. Students appear engaged in class by paying attention, asking questions, and showing interest in wanting to know more. The implementation of rubrics, lesson objectives, and examples has been done by teachers. Students know the course expectations from the course syllabi reviewed at the beginning of each course. Teachers review expectations when needed on a class basis. | Students used rubrics to master objectives but did not report self-reflecting or self-grading in surveys or focus groups. It would benefit the district to promote student self-reflection and self-grading. |
