Setting and Context: Polaris
Polaris creates a unique learning experience for every one of their students. They are an expeditionary learning academy that started as a pioneer charter school. Their philosophy focuses on creating a team of learners and teachers all working towards that common goal of learning. They foster strong ties to their Fort Collins community by including many field trips in their curriculum that enable students to see their learning in real-world contexts as well as learn about concepts from many different angles. They encourage integrated disciplines to further this idea of learning in many styles and from many perspectives which creates students who are divergent thinkers and effective problem solvers. Their principle stated that his main goal for their students is “to create an informed and participating citizen for the health of our democracy.” This is achieved by learning that is more purpose than data driven, and curriculum that promotes life-readiness and creativity. The students of Polaris are leaders of their own learning meaning that students take responsibility and ownership for their education and academic success. The teachers see their students as partners in learning rather than empty vessels to be filled with knowledge. Assessment therefore focuses on student-led presentations of learning and portfolios created for authentic audiences. They operate under the growth mindset meaning there is importance in learning from failure and working towards content mastery.
Support Structure:
Polaris considers supporting their students one of their main goals and an essential part of fostering student learning. They work as a team of teachers, students, parents, and support staff to provide students with the care they need as well as teach students the skills they need to be their own support. The Poudre School District provides their schools with PTA’s and PTO’s as well as many bully-prevention programs such as No Place for Hate, Rachel's Challenge, Sexual Assault Resource Team Peers Program, Life Skills, Operation Respect, Safe2Tell, Peace. Polaris has a counselor on staff as well as a school nurse.
Demographic Characteristics:
Total Enrollment :386
Total Minority Enrollment (% of total): 13%
Total Economically Disadvantaged (% of total): 36%
Full-Time Teachers: 25
Student to Teacher Ratio: 17:1
Average Class Size: 18-29
Classroom Environment and Students:
Tom’s Fourth and Fifth Grade class is set up with a large space in the front center of the room to facilitate group discussions on the floor. Behind this space are six tables that students are assigned too and cubbies for storage of individual student’s belongings. The smartboard and white board are located in the front of the classroom with a sink area next to the door. Another white board is located on the East wall of the classroom with shelves for books and supplies. There is a classroom dog named Chewy that hangs out almost every day and while he is very cute, he is seldom a distraction to the students. The tables are usually clear of any materials, so they are ideal for art instruction. Most of the lessons we taught here included many different materials that could be used to create works of art, so the tables enabled us to create art stations for each medium. The only part of the classroom that doesn’t facilitate art instruction is the lack of storage space. While the tables were adequate for displaying different mediums, there was no room for storage of student work or materials when they weren’t being used. Besides this, the classroom was open and easy for students to move around while creating their artwork.
The students of Tom’s fourth and fifth grade class are thoughtful, respectful and are great at collaborating with each other. They are skilled at creative thinking and problem solving and easily supported each other through group reflection and suggestions. The students were natural artists and had no trouble participating in a genuine artistic experience. They developed their ideas with plans and explored these ideas using many mediums to create.
In Tom's class there were few situations that required pre-determined conflict management tools, however the strategies Tom used to address issues of discipline were mainly related to putting the responsibility for improvement on the individual student. Tom holds the students to a very high standard or personal responsibility for their behavior which is evident in the lack of issues we saw with inappropriate behavior within the classroom. If an issue did arise, usually Tom only had to address the student personally and ask them to identify what about their behavior was inappropriate and what needed to be changed. If the issue persisted, a trip to the hallway to discuss the needed changes with this individual was usually enough to correct the situation.
School Wide Policies for Management, Safe Schools, Conflict Resolution and Students with Special needs:
Integrated Services: This Poudre School District program addresses the special education and related services needs for students with disabilities identified under the Individuals with Disabilities Education Act of 2004 (IDEA 2004). This involves developing with students, teachers, and specialists an IEP (Individualized Education Plan) for students with special learning needs.
Poudre School District English Language Acquisition Program: This program supports diversity and equity within the school district by providing assistance and instruction for students who speak English as a second language.
Conflict Management/Anti Bullying Resources/Programs: No Place for Hate, Rachel's Challenge, Sexual Assault Resource Team Peers Program, Life Skills, Operation Respect, Safe2Tell, Peace.
PSD's threat assessment program under the Safe Schools Initiative of 1999:
- Assessments, inquiries and investigations
- Immediate response to perceived threats
- Intervention plans for everyone involved