Best practice means a technique or methodology that, through experience and research, has proven to reliably lead to a desired result. In addition to the examples given in the belief statements, additional examples are a written curriculum, instruction and assessment aligned with high-quality standards, instructional collaboration, and focused, sustained and supported professional development.

Challenging means full use of one's abilities or resources in a difficult or demanding but stimulating and rewarding effort. In elementary schools a quality core curriculum, differentiated learning and intervention can maintain a high level of quality in the content standards of these classes. In secondary education, there is wide agreement that demanding standards will prepare children to go seamlessly into college or careers. [See rigorous]

Data-driven decision making means decisions about curriculum and instruction are based on the analysis of classroom data, population data and other key information to improve quality of organizational efforts. It is based on the assumption that scientific methods used to solve complex problems in industry can effectively evaluate educational policy, programs, and methods.

High Expectations means the anticipated outstanding and crucial performance of our children and students. We want our students to be prepared well enough that they will be able to make choices about their future. Much research indicates a rich, demanding education nets better results than teaching to a test of minimum standards. 

Relevant means connected with a subject matter or issue at hand. Relevant courses and projects must spark student interest and relate to their lives in today’s rapidly changing world. When instruction emphasizes doing real-world work, students will understand not only the content, but the important applications for the content being covered. Both AP^© and Ag classes could fit the definition.

Remediation means the act or process of correcting a fault or deficiency. Remediation in education focuses on re-teaching skills and content that has not been mastered at the appropriate time. In secondary education remediation means children have to take additional classes, get tutors, or pay more money and time in order to qualify for college-level work.   

Rigorous means using exacting standards of discipline and progress without allowing for any exceptions or loosening of standards.  Rigorous refers to a sequence of core academic classes and their demanding content preparing students for careers, technical jobs and college. Rigorous goes well beyond minimum   standardized testing. Includes English, math, lab science, social science, and foreign languages.[see challenging]

Strategic Planning means a disciplined process to produce fundamental decisions and actions that shape and guide what an organization is, what it does, and why it does it.  Strategic planning is a process of global thinking that involves investigation, learning and implementation in a collaborative environment where the entire organization can evolve.  

Strong, Active Partnerships means that in order to successfully educate students, schools must work hard to create and sustain communication and teamwork with parents and other community entities. Educators must listen carefully to what parents/stakeholders have to say, and must be willing to welcome all into the school and its educational work as valued, empowered partners. It is important that parent/community involvement be well-planned, comprehensive, and long-lasting.

Improved student learning should be considered for all decisions affecting the school district.

The expectation of all sites to be safe and orderly is foundational to a quality educational program. Curriculum decisions need to be the responsibility of the district. State standards, testing expectations, and state/federal mandates will be used as resources to make district standards, curriculum, and decisions, but will not be the only consideration. Quality curriculum must be developed and followed to assure continuity of instruction at all levels for all students.

Curriculum should include a breadth and depth of subject matter and experiences, practical as well as abstract applications of knowledge, life skills, character education, artistic and cultural pursuits, and opportunities for service. A balance of knowledge, practical skills, critical thinking skills, creative expression, and character education will be inter-woven into the educational process. Specifically we mean: Core curriculum= Language Arts, Math, Science, Social Studies; Practical skills = Application of core curriculum, critical thinking, technological skills, financial skills and planning, practical writing skills; Character education = Ability to make moral decisions, citizenship responsibilities, mutual respect for others, hard work ethic

There is a direct relationship between expectations and achievement and we will set high expectations for Emmett School District students recognizing that federal and state standards are a minimal level of proficiency. Students should be given opportunities to be creative or “think out of the box” with acceptance.

Attention to a continuous improvement process will be imbedded into all planning.

Parents and families will be involved in teaching and leadership decision-making teams at all levels. This involves seeking and honoring input and feedback, communicating openly and often, and utilizing talents, skills, and time.

We believe when all stakeholders form respectful relationships and strong, active partnerships with high expectations of success, children thrive and prepare for an ever-changing future.

We believe that schools need up-to-date resources to provide an education which prepares students for today’s digital and informational society.

Individual student learning styles, interests, and capabilities will be honored and considered in assuring quality education for all. 

The expectation of all sites to be safe and orderly is foundational to a quality educational program. Curriculum decisions need to be the responsibility of the district. State standards, testing expectations, and state/federal mandates will be used as resources to make district standards, curriculum, and decisions, but will not be the only consideration. Quality curriculum must be developed and followed to assure continuity of instruction at all levels for all students.