Mission, Vision, Values
OUR MISSION
“Achievement, Character, and Success for Life...ACS”
OUR VISION
“A Community School of Excellence, A Model for All!”
OUR VALUE STATEMENTS
* Share the Work, Celebrate the Success
* Learn Today, Lead Tomorrow
* Value Everyone, Everyday, Everywhere
* ACS – Community Built on Character
* Committed to Continuous Improvement
These mission, vision and value statements hang in each classroom
as a guide and motivator for both students and teachers.
During the summer of 2003, a group of ACS stake holders met to
redifine our district's mission, vision, and values statements.
The group consisted of support staff, administrators, board of education
members, teachers and parents. The group renewed their fundamental
purpose which is to work collectively to impact student learning.
The foundation of their work is in the words of the new vision,
mission and value statements (see above). As a result of the new
direction, staff in each building developed specific, strategic
goals to help focus the district towards continued academic success.
The following general directions will drive the work of district
staff; insure equal access to improve student learning; improve
communication with all members of the ACS community; foster and
develop the growth of the whole child; establish and maintain a
safe and secure environment; and enhance the professional development
of all members of the learning community.
The hallmark of a quality organization is a desire to continually
improve. All practices, policies and procedures will be examined
and assessed on the basis of their impact on student learning. Unfortunately
there are no quick fixes or recipes, just plain hard work which
takes time. Results will not be seen overnight but with support
and diligence, the district will build on its past and create a
very bright future for ACS students.
During the summer of 2004, the group reconvened and reviewed progress
made to date. They also worked on ways to continue to make academic
improvements in all buildings.
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