1. We know our students.
From their favorite color to their preferred learning styles, we are in the business of knowing and caring for every one of our students.
Small schools and small class sizes give us the ability to create strong relationships with every student.
Our high school campus has about 80 students.
Our elementary school campus has about 100 students.
Our small learning communities ensure we can spend more time making sure every student feels cared for and supported.
“Our schools conform to the social, emotional and academic needs of the students. We do not expect our students to conform to predetermined structures of school.”
— Steve Watson, Maricopa County School Superintendent
2. We meet unmet behavior, social and academic needs.
30% of children in Arizona have experienced two or more adverse childhood experiences or traumatic events. [1] Children who experience trauma tend to struggle in school due to increased behavior issues and lower than average academic achievement. [2]
Our staff understands the traumatic effects of adverse childhood experiences on the brain and how they can manifest in the school community. Community building, restorative practices and individualized instruction are all strategies we employ to meet the needs of every student.
As a district of trauma-informed schools, we promote feelings of physical, social, and emotional safety in students by:
Understanding the impact of trauma and adversity on people.
Creating positive and culturally responsive discipline policies and practices.
Having access to comprehensive school mental and behavioral health services.
Establishing partnerships that connect students to their community.
Ellie (Grade 7) takes some time away to watch a video with the school pig, Espie.
3. We invest in each other’s success and feeling of belonging.
28% of U.S. students in grades 6–12 and 20% of U.S. students in grades 9–12 experienced bullying. 30% of young people admit to bullying others. Most bullying takes place in school, outside on school grounds, and on the school bus. [3]
We create learning environments that allow for strong, long-term relationships that attach our students to the school and to each other.
This attachment helps build a safe environment which reduces bullying behavior. It also creates opportunities for risk-taking and exploration which drives learning.