About Lenape

Lenape Middle School is located in Doylestown, Pennsylvania. The school, a child-centered learning community, is situated in Bucks County and serves students in grades 7-9. Lenape believes in the power generated by teams who learn, work, serve, and share together. Lenape reflects a tradition of excellence and pride that is shared by students, parents, staff, and community.

 

MISSION STATEMENT

To meet the needs of the middle level students, the staff, parents, and community of the Central Bucks School District are firmly committed to promoting a program which offers a balance between academic excellence, and the social and emotional development of all students; one which fosters lifelong learning, respect for the rights of others, and good citizenship.

 

LENAPE ESSENTIAL LEARNING GOALS

Complex thinkers who can reason, reflect, make decisions, and solve problems, supporting and defending their solutions.

Self-directed learners who can set and prioritize goals, monitor and evaluate progress, use information resources and emerging technologies and adapt to change.

Effective and creative communicators who use a variety of skills to express concepts and ideas.

Informed and responsible citizens who contribute to their community, their country, and their world.

Collaborative workers who can demonstrate cooperation and leadership within groups to accomplish a common goal.

DEMOGRAPHICS

Lenape Middle School was the first middle school in the Central Bucks School District. Lenape, located in Doylestown, Bucks County, Pennsylvania, serves approximately 890 students in grades 7-9.

Lenape, named for the Lenni-Lenape Indian tribe of this region, celebrated 50 years of excellence during the 2007-08 school year.

Academic Excellence

All students are expected to meet high academic standards and support is provided to do so.

Conscious efforts are made to keep the program rigorous and non-repetitive. Projects are diverse and engaging and instructional strategies are varied within and between classrooms.

The curriculum is developed to emphasize important concepts, essential skills and application to real world problems.

There is a comprehensive professional development program where teachers have access to teacher coaches, peer observation, as well as professional development programs.  

There are many programs designed to help students succeed and to meet standards:

• Peer tutoring

• Second Chance Learning

• School-based support

 

Developmental Responsiveness

The school has created an environment which is very welcoming, very positive, and very supportive; warmth and mutual respect pervades the school.

Teacher use of a wide variety of instructional strategies. Exploration, creativity, as well as the development of social skills are incorporated into instruction.

Student voice is valued and encouraged; students are given ownership of their school as age appropriate, with the result that they are trusted and assumed to be responsible school citizens.

Families are involved as partners in their children’s education.

Student engagement in the community is encouraged through various service projects. The school has many positive links to the downtown business community.

There is an extensive and inclusive co-curricular program, which features a comprehensive club program offered during school time.

 

Social Equity

Faculty and administrators are committed to high quality work. There are numerous supports in place to achieve this, including “Second Chance Learning”, a resource period, and peer tutoring.

Equal access to valued knowledge is provided to all students.

Student voice is considered in decision-making, and mutual respect is a strong theme within the school community.

The school makes a strong effort to encourage and nurture active participation of families even as students go into high school.

Numerous programs are in place to acknowledge all students in various aspects of school life.

 

Organizational Support

The shared vision of the school reflects that of the district and does drive every facet of school change. The staff shares a vision for what a high performing school needs to be.

A community of practice exists in which learning, experimentation, reflection and ongoing professional growth are the norm.

The school makes an extensive effort to create and sustain community relationships that benefit both student and teacher development and learning.

School data is effectively used to inform and direct curriculum as well as instructional decisions.

Ownership of student accountability is accepted at all levels.

All stakeholders have opportunities to be engaged in making the school a better place.