Mission Statement
The mission of Pinewood Elementary School, in partnership with our families and community, is to cultivate the ability, intellect, and character of each student by providing an engaging and academically enriching environment designed to support the collaborative education efforts of teachers, students, staff, and community.

Statement of Purpose
The purpose of the school-wide plan at Pinewood Elementary School is:
1.  To model and teach students the character and behavior skills necessary to excel both academically and socially.
2.   To actively empower and promote the positive aspects of learning differences.
3.   To teach students compassionate behaviors thus fostering a supportive student community.
4.   To actively engage students in positive activities that will create an atmosphere of school spirit.
5. To provide appropriate feedback to students who need more encouragement to support the overall school plan.
6.   To provide each student with curriculum that is relevant, challenging, and engaging.
 
The creation of a Building-Wide Positive Behavior Support System was completed in 2004-05 to serve as the framework for a positive learning environment at Pinewood Heights Elementary. Included in the system is a detailed plan for addressing academic, social, and behavioral needs. Within the plan, student and faculty expectations are clearly defined and a three tiered system of response is detailed. Tier I interventions are typically provided through the general education setting and include, but are not limited to, modifications, adaptations, small group instruction, individual instruction, before or after school tutoring, parent and community volunteer tutoring, vertical and horizontal movement, and peer support. Tier II interventions are typically provided through a combination of service providers, including the general education teacher, the reading specialist, the reading recovery teacher, and the student support services personnel as a result of incidental benefit. Tier III interventions involve referral to special education and the associated services of Individual Educational Plans, Functional Behavior Assessments, and Functional Behavior Plans. Projections indicate that about 80% of students’ needs can be met in the general education classes through Tier I supports. Of the remaining students there is some fluctuation with about 10-15% of the students having their needs met through Tier II interventions and 5-10% through Tier III interventions.