Devoted to your child’s success

The teachers, staff and administration of Curtin Intermediate School provide instruction and support to our students and their families. Students do their best when they are supported both at school and at home. Should you ever have a concern or question about your child’s progress, or an assignment, or if you are seeking resources or other types of help, we are here.

Our School Day

Here is important information about our school's schedule.

8:35 a.m.
Opening Bell—Students may enter the building
8:50 a.m.
Homeroom bell—classes will begin
3:20 p.m. 
Dismissal, Staggered—Buses, car riders, then walkers

Adapted Schedule

2-hour delay schedule — classes will begin at 10:50 a.m.
Early dismissal — classes will end at 11:50 a.m.

For more information, contact the school.

School Wide Positive Behavior

Curtin Intermediate School implements school wide positive behavior (SWPB) principles which recognize and reinforce the school district’s behavioral expectations for all students. Student expectations are the 4 Bs:

  • Be Present
  • Be Respectful
  • Be Responsible
  • Be Safe

Teacher interacting with students


Co-teaching is a dynamic partnership between general education and special education teachers that allows for the sharing of the teaching responsibilities for all students in a classroom. Both teachers are involved in instructional planning and delivery, student achievement, assessment, and discipline. This collaboration allows all students in a classroom to receive age-appropriate academics, support services, and necessary modified or enriched instruction on a consistent basis. 

Curtin Intermediate School implements this wonderful learning opportunity for your child. Our goal is to deliver a challenging curriculum with high standards by increasing the amount of teacher support he or she will receive in the classroom.

Other co-teaching advantages are:

  • Students have two teachers to ask questions of and get help from
  • Lowers student/teacher ratio
  • Instruction targets individual student learning style
  • More time is devoted to learning versus students waiting for help
  • Opportunities for re-teaching are immediate
  • Communication is constant
  • Teachers become experts with material
  • Behavior issues can be minimized
  • Frequent enrichment or alternative learning experiences can be planned
  • Emphasizes peer modeling
  • Provides a stimulating environment in which children grow and learn
  • Enhances student accountability
  • Establishes consistent academic and social expectations of students