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Our mission is to create a sense of belonging for every child, so that children with and without disabilities and their families are full members of our school culture and community. We work diligently to  embody the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. Our goal is to nurture a more diverse and inclusive generation of young children who thrive and contribute to the creation of an equitable world. We believe all children have the right to equitable learning opportunities that enable them to achieve their full potential as engaged learners and valued members of society.

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 To achieve this mission and goal we strive to:

• Uphold the unique value and dignity of each child and family.

• Promote belonging, participation, and engagement of children with thoughtful discussion, planning and intentional practices among all adults. 

• view social-emotional development and behaviors that facilitate participation as critical goals for all children

• facilitate multiple opportunities for children to learn, develop, and form positive relationships.

• intentionally design and adapt the learning environment based on children’s diverse and unique assets, strengths, abilities, and needs 

• Be curious, embrace and learn about families' languages, customs, activities, values, and beliefs to help us provide a culturally and linguistically responsive and sustaining learning environment. 

• Ensure that all children see themselves and their daily experiences, as well as the daily lives of others within and beyond their community, positively reflected in the design and implementation of pedagogy, curriculum, learning environment, interactions, and materials. 

• Celebrate diversity by acknowledging similarities and differences and provide perspectives that recognize beauty and value across differences.

• Develop trusting relationships with children and nurture relationships among them while building on their knowledge and skills. Help children get to know, recognize, and support one another as valued members of the community.

• Gather information about the hopes and expectations families have for their children’s behavior, learning, and development so that we can support their goals.

• Use authentic assessments that seek to identify children’s strengths and provide a well-rounded picture of development

• Build on children’s strengths and interests to affirm their identities and support  the full inclusion of all children to help them gain new skills, understanding and knowledge.

• Differentiate support in a strengths-based way, to help meet each child’s needs. Set challenging but achievable goals for each child, and scaffold children’s learning to achieve meaningful goals.

• Offer open-ended, meaningful, relevant, and appropriately challenging activities across all interests and abilities that encourage children to work together and solve problems to support learning across all areas of development and curriculum. 

• Involve children and families in the design and implementation of learning activities. 

• Work to embed fair and equitable approaches in all aspects of our program delivery, including standards, assessments, curriculum, and personnel practices.

• Provide access to a wide range of learning opportunities, activities, settings, and environments by using the Universal Design for Learning principles and practices to ensure that every young child has access to their learning environment, to typical educational routines and activities, and to the general education curriculum

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