Bannon Creek School / Larry G. Meeks Academy

Taken from the 2022 School Accountability Report

Bannon Creek School, now a TK-8 school, first opened in 1989. Our community believes that all children can learn at high levels, and ""We do Whatever It Takes"" to nurture, educate, and support our students to be academically successful.

We respect and embrace the diversity of our community while empowering students to embody ""The Beaver C.A.L.L."": be Courteous and respectful, Always kind, make Logical decisions, and be Lifelong learners. As an International Baccalaureate candidate school, we have taken steps to align the I.B. Learner Profile Traits to our ""Beaver C.A.L.L."" This allows our scholars the chance to develop and demonstrate the attributes of the learner profile, which provides an important foundation for their international-mindedness. Our school mission statement reflects our goal of developing inquiring, knowledgeable, and caring young people.

The academic progress of each learner is measured using state, district, and school-wide assessments, which are shared with families through consistent communication. Interventions and enrichment strategies, such as 7th-hour after-school intervention, are provided for scholars performing below grade-level standards. Ongoing instruction in social-emotional learning, skills development, and regular celebrations of scholars' success create an environment that fosters an appreciation for learning and cultural diversity. In partnership with our scholars, families, community, and N.U.S.D., our purpose as a school is to create a learning community that uses the Common Core curriculum and technology, guided by data, to provide the best possible learning environment for our scholars. In addition, the staff at Bannon Creek School actively engage in collaboration using Professional Learning Community (P.L.C.) practices and have developed grade-level teams to monitor scholar learning and provide support to all scholars.

Through our school's focus on literacy, which is monitored in four to six-week cycles with pre and post-assessment data with a focus on writing, staff work closely together to monitor scholar progress over time using common formative assessments. This data is also utilized to guide instruction and provide academic interventions, enrichment, and support. An extension of this Multi-tiered intervention system is the differentiated support through our What I Need (W.I.N.) time.