Riverton CUSD #14 Mission, Vision and Beliefs
By Tom Mulligan
July 30, 2007
The following are the Riverton CUSD #14 mission statement, vision statement, belief statements, and slogan. These critical items drive everything we do in the Riverton District
Mission Statement
The mission of Riverton Community Units School District #14 is to help all learners acquire the knowledge, skills, attitudes, values, and personal esteem for life-long learning in a changing world through the cooperative efforts of a caring staff, an involved family, and a supportive community.
Vision Statement
Our schools are child-centered learning communities where partnerships are used to provide comprehensive educational programs that meet the needs of every child. Educational programs are delivered by quality educators who strive daily to grow professionally. There is a commitment to provide instructional programs that are engaging and provide students with the most current and relevant materials, strategies and facilities. Our students achieve academically in a learning environment that is both safe and nurturing.
Belief Statements
We believe ……
- every student can learn.
- literacy is critical for academic learning.
- the best educational experiences are relevant, meaningful, and engaging.
- children have the right to have their individual needs (physical, social, emotional, and academic) met.
- there are no excuses for student failure (students not making progress)!
- students are entitled to a safe and positive learning environment, which in turn will increase student achievement
- the best educators are life-long learners in the pursuit of professional development for the purpose of improving student achievement and understanding.
- the school and families should work together to help meet the individual needs of students
- all stakeholders (families, staff, and the community) are accountable for student success
- all programs and services operate within a structure of continuous quality improvement
Slogan
Doing what’s best for students. . . .
