student centered
Schools across the country would be incomplete without its students. Classroom Culture believes that each school should be student centered, as our students are our main stakeholders. When students enter school buildings they are not only attending for academic influence, they are developing as human beings. Educating the whole child includes seeing them as individuals, providing guidance in developing their own ideas and values system, and securing relationships in the school building that fosters trust and motivation.
diversity, equity, and inclusion
Diversity, equity, and inclusion often focus on ethnicity, race, sexuality, physical ability, and additional identities. Classroom Culture stresses an additional focus on bringing to the forefront the population of students who attend K-12 public and private schools with neurodiversity needs. Students with learning differences that attend K to 12 public and private schools across the country may have a documented diagnosis of reading and or math disorders, ASL, anxiety, depression, and executive functioning challenges. Although students that fall within these categories may receive an individual education plan at their public school, or learning plan at their private schools, families and students have expressed the need to secure additional resources to supplement their learning difference while enrolled in K-12 programs.
data informed instruction
Historically public schools have utilized data from state testing and additional standardized assessments to document and demonstrate mastery in select content areas. Classroom Culture supports the use of data to inform decisions, develop pedagogy, and design curriculum.
evidence of mastery
K-12 schools across the country have designed a set of requirements to demonstrate mastery to earn a promotion and or graduate. Evidence of achievement can be documented in numerous ways to meet a students needs, including but not limited to, products which include grades and assessments, portfolios for hands-on learning and skill-based learning, and the acknowledgment of learning styles which attribute to unique program development for students with learning differences.