In keeping with DoDEA's mission to educate, engage, and empower each student to succeed in a dynamic world the DoDEA Curriculum Content Standards and the Community Strategic Plan (CSP) provide the framework for academic excellence.
We believe it is our responsibility to ensure that all students are prepared for the 21st Century. To meet this responsibility, Tarawa Terrace Elementary implements the DoDEA Curriculum Standards and the DoDEA Early Childhood Philosophy in every classroom and learning opportunity for all students. Learning activities are individualized through differentiated instruction to support achievement of expectations and to prepare students for success at the next level. Our instructional practices intentionally integrate content areas and support the national STEAM Initiative (Science Technology Engineering, Arts and Math) to ensure that our students are problem solvers, innovators, self-reliant, logical thinkers, and are technologically literate. Our interdisciplinary approach to learning supports the core curriculum with real-world project-based learning using the Engineering Design Process to develop students' skills and abilities to be successful academically and socially. Additionally, we honor the humanities in our STEM instructional opportunities and include the integration all subjects such as language arts, social studies and the arts.
Tarawa Terrace Elementary School offers large blocks of uninterrupted instructional time to ensure that students have opportunities to focus on learning. In our classrooms, you see students engaged in meaningful activities as they work and learn with their peers. TTES teachers are consistent and deliberate in planning and using instructional strategies that require student collaboration, self reflection, and development of critical thinking skills. Teachers consistently use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and tools. Teachers plan regularly together in collaborative learning communities with teachers within their grade level and vertically with teachers below and above the grade level they teach. Data from multiple16assessments of student learning and examination of professional practice are used to monitor and adjust the curriculum, instruction, and assessment to ensure that TTES systematically maintains and enhances its purpose to support all learners with highest student achievement.