The mission of the School will be to provide excellence and fairness in education for school children through a common foundation by successfully teaching a contextual body of organized knowledge, the skills of learning including the Thinking Framework, and the values of a democratic society. The School recognizes the value of inclusiveness, or providing access to a broad cross-section of the community, so that students from all backgrounds can benefit from the School's educational offering. The…
School acknowledges the leadership of teachers in the classroom, and recognizes the responsibility of each student for his/her academic effort. Our mission statement was developed from the following Declaration of Principles: 1. Children yearn for meaning and require a basis of solid contextual common knowledge for the development of mature literacy and critical thinking, for growth and communication in a diverse society. 2. The educational ?playing field? between students of differing backgrounds should be level to provide all students a basis, to the greatest degree practicable, upon which they can build further knowledge, and to develop the skills necessary to communicate and succeed. 3. The skills of learning?reading, writing, speaking, calculation, and thinking?are most meaningfully learned from a combination of the knowledge or content of the curriculum, modeling, coaching, and sensible practice. 4. To thrive in work, citizenship, and personal growth, children must be taught the values of a democratic society. These values include among others: Respect for others?their property and rights; Responsibility for actions, honesty and social justice; Resourcefulness?being ready to learn, to serve, and to share. 5. Inclusiveness is fundamental in responding to the diverse needs of children and raising academic standards. All parents, regardless of economic status, should be free to choose this educational program for their children. 6. Teachers are professionals, which implies considerable autonomy, mastery, and independence. Having accepted the academic and philosophic mission of a school, the teacher needs to be free to exercise informed judgment in order to fulfill his or her primary role as an educator. 7. The principal determinants of individual academic success are individual ability and effort. The policies of Liberty (grading, discipline, homework, and teaching) must support the student's adoption of a personal quest for academic growth using the clearly marked path of expectations in knowledge, skill, and character. The guiding philosophy of Liberty acknowledges that children can and should be held accountable for their own schoolwork and behavior, with the support of teachers and parents.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.