• Transportation is provided for all students according to the district Transportation Policy # 7052.
• Upon arrival students report directly to the cafeteria for breakfast or lunch, unless otherwise notified to report to the classroom.
• Gloves, hats, headbands, scarves, handkerchiefs, etc. should be removed and hung up upon entering the building/classroom.
• Bring all necessary materials to class (notebooks, pencils, paper, etc.); report to all classes on time. Parents—monitor your child’s supplies over the course of the semester and inform us if they are in need of any materials..
• Stay in your seat unless directed by a teacher. Be on-task and complete assignments to the best of your ability.
• Students should remain in assigned areas at all times.
• Students should be seated appropriately at desks and tables. Desks and tables are not to be used for sitting.
• Students should raise their hands and wait for permission to speak. The hallways should be QUIET during student passing. Students must sign out of class and be assigned a hall pass for travel outside of the classroom.
• Students are not permitted to use their cell phone. In case of emergencies, a message may be forwarded to your son/daughter through the main office.
• Once students enter the building they are not allowed to leave.
• Use respectful language; profanity is prohibited. Students will cooperate with and follow the directions of any teacher or staff member. All staff and visitors will be addressed as Dr., Mr., Mrs. or Ms.
• Electronic devices are not to be used during school. Appropriate consequences will accompany unapproved use of such items.
• Students will be issued a MT ID when they arrive each day and will turn it in each day before they leave.
• Smoking is NOT permitted.
• Proper dress code must be maintained at all times.
• NO BOOKBAGS.

The gathering is a morning routine that helps students get ready  to learn. Many students come to school preoccupied with multiple external factors, causing difficulty in transitioning to academic pursuits. This routine includes a morning message of inspiration and motivation, along with balanced breathing, announcements, and recognitions/celebrations. 

As part of our commitment to ensuring that every student is able to flourish and become lifelong contributors to the societies in which they work and live, a commitment to developing the wellbeing of the whole child is essential. To ensure this commitment is executed, the 8 dimensions of wellness will serve as indicators and instruments through which we cultivate the success of each child/person. This begins with centering the individual stories and experiences of each student (street data), and a recognition and commitment to honoring and restoring their dignity as a person first and a learner second. We will support them by raising their awareness of their wellbeing and equipping them with tools and knowledge of how to navigate and flourish despite challenges they may encounter both academically, socially, emotionally, and eventually professionally. We challenge students to set short and long-term goals and develop their ability to monitor their progress and adjust their behaviors as needed. Given the existing structures, our commitment to the wellness of each student around the eight dimensions does not deviate from existing indicators of growth and performance (Graduate Profile), but rather works in conjunction with, serving as a compass in our journey toward college, career, and life readiness. 

• 1. Intellectual

  • Growing intellectually, maintaining curiosity about all there is to learn, valuing lifelong learning, and responding positively to intellectual challenges
  • Expanding knowledge and skills while discovering the potential for sharing your gifts with others

  2. Social

  • Maintaining healthy relationships, enjoying being with others, developing friendships and intimate relations, caring about others, and letting others care about you
  • Contributing to your community

  3. Physical

  • Caring for your body to stay healthy now and in the future

   

  4. Emotional

  • Understanding and respecting your feelings, values, and attitudes
  • Appreciating the feelings of others
  • Managing your emotions in a constructive way
  • Feeling positive and enthusiastic about your life

   

  5. Occupational

  • Preparing for and participating in work that provides personal satisfaction and life enrichment that is consistent with your values, goals, and lifestyle
  • Contributing your unique gifts, skills, and talents to work that is personally meaningful and rewarding

   

  6. Spiritual

  • Finding purpose, value, and meaning in your life with or without organized religion
  • Participating in activities that are consistent with your beliefs and values

   

  7. Environmental

  • Understanding how your social, natural, and built environments affect your health and well-being
  • Being aware of the unstable state of the earth and the effects of your daily habits on the physical environment
  • Demonstrating commitment to a healthy planet

   

  8. Financial

  • Managing your resources to live within your means, making informed financial decisions and investments, setting realistic goals, and preparing for short-term and long-term needs or emergencies
  • Being aware that everyone’s financial values, needs, and circumstances are unique

Our commitment to our students is to incorporate pedagogical practices that center their voices as learners. 
We believe our students learn best when they are exposed to content that they not only see themselves in but that considers their experiences while challenging them to high expectations. 

Our educators are actively committed toward an antiracist lens in considering their biases when grading, delivering new content, managing the classroom, communicating with students and their families as well as one another.

Our teachers challenge our students by engaging them in authentic learning experiences where they are challenged to not only take in information but to be critical thinkers, problem solvers, and produce products that demonstrate content mastery and the capacity to apply learning to new context. 

Our teachers use the data gathered during interactions, formal and summative assessments to monitor progress and growth. 

Our teachers incorporate a gradual release model when introducing new content or skills to the whole group by modeling the skill or communicating the new concept first before allowing students the opportunity to practice and process the information together. Finally, each student is provided the opportunity to move toward independent practice where they receive corrective feedback to inch them closer toward mastery of the predetermined learning target. 

Our teachers equip students with the capacity to monitor their own growth through the use of proficiency scales that are tied to the priority standards and that communicate the understanding and the process skills students need to demonstrate to obtain mastery. 

Our students are only graded on what they know. Our teachers use grades and feedback as a means to promote growth and to communicate our students’ progress toward mastery with mastery of all being the end goal. 

Our educators are firmly committed to the notion that learning should be a joyful experience and take a strength-based approach, engaging students by highlighting their interests, strengths, and offering choice when possible. 

Our teachers meet weekly to engage in collaborative conversations using Nancy Love’s Data Team process to review performance using the four phase dialogue, establish SMART goals, outline a FIRME plan, and monitor its execution to drive the cycle of instruction.