A Place of Value and Belonging

Lighthouse is a community where gifted students learn alongside peers who share similar strengths, interests and readiness.

The learning environment is designed to meet the unique needs of gifted learners. We understand how gifted students think, learn and grow, and we help them build the knowledge, confidence and life skills they need for success in school and beyond.

At Lighthouse, students are not grouped by grade level. Instead, they learn with students of different ages who are ready for similar learning. This gives students opportunities to learn at the right level, explore their interests and challenge themselves.

Our staff takes time to know each student—their strengths, interests and needs – so students feel seen, valued and supported. When students know they belong, they are more likely to enjoy learning, stay engaged and do their best.

Students know they belong when they ...

Have a friend and a trusted adult at school.
Feel known by their teachers.
See their strengths and interests reflected in their learning.
Get the help they need when they need it.
Feel safe asking questions, making mistakes and trying again.
Stay engaged and keep working through challenges.
Discover new interests through activities, clubs and athletics.

How we make it happen

Creating a strong sense of belonging doesn't happen by chance. It is part of every day and every learning experience at Lighthouse. Here's what each student experiences:

Strong relationships

Students are known by name, and adults take time to build positive relationships with every child.
Students experience understanding and support for their unique attitudes, emotions and tendencies as gifted learners.
Facilitators work together to understand each student's strengths, interests, needs and motives so each student receives the support they need.
Morning meetings and community circles help students build friendships, strengthen classroom communities and start each day feeling connected.
As students grow older, clubs, athletics and activities help them discover interests, build friendships and find their place in the broader school community.

Learning designed for each student

Learning is built by and around students.
Facilitators use what they know about each student's strengths, interests and motives to design engaging learning experiences with them.
Students have choices in how they learn or show what they know. These opportunities build confidence, independence and decision-making skills.
Learning experiences also help students develop important life skills like communication, collaboration, problem-solving and perseverance alongside academic learning.

Safe and supportive classrooms

Students help create classroom expectations so everyone understands how to work and learn together respectfully.
Simple routines, such as voice level expectations and community-building circles, help create classrooms where everyone feels safe, included and ready to learn.
Facilitators provide regular feedback that helps students grow. When challenges happen, adults work with students to understand what they need, rebuild relationships and find positive solutions.
Students also learn strategies to manage emotions, solve problems and build skills they will use throughout their lives.

Learning environments designed for students

Students learn in environments that adapt to their needs.
Learning may happen independently, in small groups, with a whole class or in spaces throughout the school—whatever best supports the lesson and the learner.
Facilitators and students use time flexibly so students have the support and opportunities they need to succeed.
Even when a facilitator is absent, learning continues with familiar adults and experiences that keep students moving forward.

Stories of value and belonging

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Paraprofessionals Meet Students Where They Are

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CARES brings deeper meaning to school values

For some elementary families, the CARES acronym has become familiar. For others, especially those new to Spring Lake Park Schools, it’s a new acronym. CARES stands for Cooperation, Assertion, Responsibility, Empathy, and Self-Control.

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Creating Connections

In the first days of a new school year, creating connections - with classmates, teachers and the school community - is more important than ever. Throughout Spring Lake Park Schools, those connections are not left to chance. Across all grade levels, staff are intentional about building classroom communities.

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From paper plants to community circles

The paper plants on the wall are all different and filled with students’ hopes and dreams. In another room, there is a student signed poster with the class rules. In another space, Tuesday mornings are circle time. Across Spring Lake Park Schools, specific, intentional strategies and practices like these are creating a learner-centered environment.

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The daily bus ride: Going the extra mile

Every September an iconic symbol returns to the roadways: the big yellow school bus. Its presence signals a new school year – and for students who ride the bus – each school day begins by walking up the steps to a warm greeting from their bus driver.

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The power of morning meetings

Students in grades preK-6 start each day with a morning meeting to create community in the classroom. Through intentional planning, teachers create a climate of trust, community, respect and engagement, allowing students to feel valued and supported while honing essential life skills.

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Getting to Know You

Kindergarteners chant each others’ names in morning greeting. Third and fourth graders learn what kind of candy they each like (split between sour and chocolate). High schoolers share adventures they’d like to have and qualities they value in a friend. Across schools and classrooms everyone is getting to know each other.

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