Teaching & Learning
Teaching and learning at CLES build the academic, social, and personal foundations students need for long-term success. Instruction is developmentally appropriate, standards-aligned, and designed to help children become confident readers, writers, mathematicians, scientists, problem-solvers, and members of a learning community. Teachers use explicit instruction, hands-on exploration, discussion, practice, and meaningful application to make learning understandable and engaging.
Students do not all learn in the same way or at the same pace. CLES uses assessment, teacher observation, small-group instruction, intervention, enrichment, accommodations, and other supports to respond to individual needs. Families are important partners in this process and receive clear information about what students are learning, how they are progressing, and how learning can be supported at home.
Student Rights & Responsibilities
District Policies Handbook For Students And Parents – CLICK HERE
Every CLES student has the right to learn in a school that is safe, welcoming, inclusive, and appropriate for their age and development. Students have the right to be treated with dignity, receive clear instruction and expectations, ask for help, participate without discrimination or harassment, and receive the accommodations, language assistance, health supports, and specialized services to which they are entitled.
Students share responsibility for maintaining that learning environment. They are expected to treat others kindly, follow reasonable directions, participate in learning, use school property and technology appropriately, respect personal boundaries, and tell a trusted adult when they or someone else need help. When mistakes occur, staff help students understand the effect of their choices, repair harm when possible, and develop more responsible ways to respond.
Counseling
Counseling and mental health supports at CLES focus on children’s emotional well-being, relationships, coping skills, sense of belonging, and ability to participate successfully in school. Students may receive age-appropriate support with friendship concerns, family changes, grief, anxiety, emotional regulation, conflict, attendance barriers, or other personal circumstances affecting their well-being.
School staff work with families to identify concerns early and connect students with appropriate assistance. Support may include individual check-ins, short-term counseling, small groups, classroom-based social-emotional learning, safety planning, crisis response, and referrals to community providers when a student needs services beyond the school’s scope.