Small Learning Community: How do we connect with young people in a democratic learning environment?
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Small learning community of 150 students (view video)
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Highly personalized setting; every student treated as an individual - NO CHILD LEFT UNKNOWN (view video)
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Positive, caring relationships; respect and responsibility modeled and practiced (Adults explain; Students explain)
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Multiage fulltime advisories in place; advisors fully responsible for no more than 20 students (view video)
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Mentoring available for all students (view video)
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Parents and community at large actively engage with students to support learning (view video)
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Democratic student government supports active engagement in decision making process (view video)
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Students experience value of citizenship as they contribute to greater community (view video)
Self-directed Project-based Learning: How do we facilitate the work of youth as self-directed producers and learners?
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Self-directed, project-based learning primary focus; driven by constructivist pedagogy (Adults explain; Students explain)
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Personalized Learning Plan (PLP) for all students emphasizing student needs and interests (view video)
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Personalized work space for each student; Internet access (view video)
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Technology infused environment; technology as a tool
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Individual/group projects complemented by multiple teaching approaches based on student needs and interests (view video)
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Achievement demonstrated publicly; highest work place standards are quality goal (view video)
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All students prepared for post-secondary education, workplace and active citizenship (view video)
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All students and staff engage in quiet reading every day (view video)
Authentic Assessment: How do we know that we are achieving our intended results?
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Plan for how projects will be assessed by more than one adult, with opportunities for students to improve projects to meet quality standards (view video)
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Demonstrated achievement, with plan for public presentations including community involvement (view video)
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Electronic standards tracking/reporting system and electronic portfolios (view video)
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Standardized testing; results inform Personalized Learning Plans (PLP’s) and continuous improvement (view video)
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Value-added measures including assessment of life skills and results from the Hope Survey enhance PLP’s and continuous improvement (view video)
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Post-secondary plans for all students beginning in ninth grade (view video)
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Graduation includes standards met as well as project credits, life skills gained and senior project (view video)
Teacher-Ownership/Democratic Governance: How do we engage “Teachers as Owners” of a democratic learning community?
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Autonomous school management with control over budget and staffing; individual responsibility and accountability for school finance and educational success (view video)
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Teachers model ownership and demonstrate democratic leadership; inspire students, parents and community to take ownership and actively engage in decision making; incorporate consensus model (view video)
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Teacher evaluations by peers, students, and parents; pay for performance-based pay, at-will employment (if applicable) (view video)
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Evaluations inform individual Professional Development Plans; focus on self and school improvement (view video)
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Coaching/mentoring plan for incorporation of new members and continuous improvement (view video)
