- We,
the Farmington Public Schools, believe
all students with a variety of abilities
have value, can learn and are entitled
to a quality education. We are here
to help those students develop a dream
and believe in themselves.
-
We
believe our purpose is to identify and
provide services to the children with
disabilities.
-
We
believe in the value of the due process
rights of parents and students.
-
We
believe in the team process that includes
the parents, the Farmington community,
the schools and the students.
-
We
believe in helping students reach their
full potential by identifying their individual
academic and health needs and developing
a program that meets those needs.
-
We
believe in providing a full continuum
of supports and services within Farmington.
-
We
believe in an accountability
system to measure students’ progress.
-
We
believe all students should have an opportunity
to participate in mainstream experiences
in a supportive environment.
-
We
believe that students are self-advocates
and have rights, roles and responsibilities
in the success of their education, health
and well being.
-
We
believe in a student centered wrap-around
model, emphasizing collaboration with
outside services.
-
We
believe the delivery of services identified
on the IEP are the joint responsibility
of the regular education teachers and
the special education teachers.
-
We
believe special education students should
experience a smooth transition from one
grade, setting, program, building, case
manager and/or community to another.
-
We
believe the goals of Transition Planning
are a critical and continuous component
to the success of each student.
-
We
believe staff development is essential
for enhancing collaboration between regular
education and special education.
-
We
believe staff needs scheduled time for
ongoing collaboration on the delivery
of services specific to the needs of
the student.
-
We
believe the Farmington
School Board’s
understanding
and support of special education programs is critical
to the success
of the special education
students.
-
We
believe training
and encouragement is essential to empower administrators’ active
participation
in the entire special education process.
