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Our Belief Statements

We believe that schools can be the primary environmental factor that provides individuals access to our democratic ideals. They are more powerful to shape a student’s future than any other competing socio-economic factor. If we subscribe to this belief, then it is the responsibility of this charter to create a school environment that is viable for our students.


We believe that human behavior is not explained simply. Instead, we believe that human behavior is a result of impulses and decisions to achieve one or more end: survival, belonging, power, freedom, fun, and mastery. If we subscribe to this belief, then we must build a community that understands  the degree to which we directly impact others


We believe that we live in an unprecedented age in which the world is becoming increasingly flat. More than ever before, access to technology is emerging as a fundamental right and should no longer be relegated to a privilege. If we subscribe to this belief, then we must provide current and purposeful technological media for student and staff use.


We believe that individual students arrive at school with a varying set of experiences. Not all of them are equal. Their prior experiences have a direct impact on how they access current learning experiences. If we subscribe to this belief, then we must create opportunities for students to learn in and out of the school building.


We believe that grades are incomplete and ambiguous measures of student achievement in that they are not specific, timely, or meaningful. If we subscribe to this belief, then we must construct a system for measuring and reporting student achievement that is based in competency


We believe that all participants within an organization must have input to affect the outcomes of that organization. This inclusionary model increases the capacity of the organization and most successfully encourages human collaboration and connections. If we subscribe to this belief, then decision-making at all levels is a collective effort


We believe that staff who have direct interactions with students are essential to the realization of our mission. If we subscribe to this belief, then we must provide the time, resources, and professional development necessary so that they may work as a team toward facilitating student competency