Mission & Philosophy
The Meredith-Dunn School curriculum supports the development of the whole child by addressing the academic, social, and emotional growth of each individual. It is intended to be delivered through the selection of research based programs and specialized instructional techniques that support students having learning differences. This curriculum is based on our belief in the importance of providing students with developmentally appropriate content and skill development in each subject area, with the understanding that many skills and concepts are taught over a period of time using progressively more challenging materials and having increased expectations for student performance. Through a curriculum that provides a structured sequence of skills that are continually reinforced and assessed, students are supported in learning how to learn, how to problem solve and how to think critically. The key instructional questions teachers must ask are:
- What should be taught?
- What is the appropriate sequencing of content?
- Which instructional materials will support student goals?
- How will students be assessed?
- How can we achieve better results?
Our curriculum mission and philosophy is reflected in our curriculum values. The following principles guide our work. We value:
- A belief in the potential of all learners.
- Respect and support for individual learning differences.
- Best practices in teaching and learning.
- Collaborative decision-making.
- Ongoing curriculum development.
- Differentiation in instructional practices.
- Purposeful assessment that fosters increased student progress.
- Effective professional development.
In an effort to support our commitment to continuous improvement, our goals are to:
- Make curriculum decisions based on the needs of our learners.
- Continually seek out current research-based programs and practices.
- Continue ongoing professional development of a comprehensive curriculum.
- Continue to revive and refine curriculum documents.
- Engage in collaborative decision making.