Elementary 16 Philosophy
Elementary 16 embraces the following philosophy:
Education should take place in a fully inclusive environment to ensure equitable opportunities and outcomes for all students.
Staff at Elementary 16 will approach inclusion as a cultural initiative and are committed to raising the achievement of all learners regardless of race, status, varied ability, mental health, English language fluency, gender, gender identity, sexual orientation, religion, trauma impact, and geography.
Elementary 16 culture will promote the identification and removal of barriers causing predictability and disproportionality of the highest and lowest achieving groups.
Teachers will engage in learning how to re-conceptualize service delivery, including co-teaching, and will look beyond labels to address specific student needs.
Staff will use MTSS (Multi-Tiered Systems of Support) as a proactive framework to improve outcomes for each and every student though a comprehensive continuum of evidence-based supports for academic and social/emotional learning in order to provide equitable opportunities applied at the individual, classroom, school and district level.
As part of MTSS, staff will engage in a team-driven, data-based, problem solving approach; components of which include; early interventions, a comprehensive assessment system, and common assurance through implementation of the highest leverage curricular, instructional, intervention, and assessment strategies.