Polaris is a K-12 school in the Poudre Valley school district that works with the national educational reform model of Expeditionary Learning. The ten design principles and five core benchmarks of expeditionary learning are utilized to "develop 21st century learners through rigorous academic course work, high quality adventure experiences, character development, and leadership opportunities." Beinga 100% choice school, they serve the entire Poudre district area and are able cap their class sizes at 18 students for the elementary level and around 22-29 for the secondary level.
The main thing that sets Polaris apart from other schools, is the culture they've created around the belief that students learn more by experiencing the world around them. They focus on the student's natural desire to learn and simply help guide that process. There is also a strong emphasis placed on student accountability and choice. For example, if a student is misbehaving, they will be asked what they should be doing or given options to correct their behavior rather than being immediately reprimanded.
Support Structure
The core support structure of the school is highly centered around parent involvement. Whether it be helping with adventure trips, fieldwork days, or week long intensives, parents are critical to the structure Polaris as created. Part of this structure is the Parent Action Crew which is a group that represents the parent community and helps to fundraise for, and organize, events.
Other support structures include a full-time health technician to address healthcare concerns, two full-time counselors to address any student issues, and two para professionals to help students with special needs.
Demographic Characteristics
According to statistics, Polaris is drastically less diverse than the average Colorado school. The student body population is comprised of 87% Caucasian, 6% Hispanic, and only 2% Asian. Of the student population, only about 36% participate in free or reduced lunch, which is just a little lower than the state average of 42% (greatschools.org).
Classroom Environment and Students
The classroom layout is setup to provide ample opportunities for student collaboration and teamwork. Students sit around tables in groups of three-five and there is a large area on one side of the room for the students to gather as a large group for discussions and instruction. See diagram below.
The particular students in my class are filled with curiosity and creative energy. Student 1 is a quiet thinker. She works out her ideas with in-depth ideation that reflects her thoughtfulness. Student 2 is curios and constantly asking questions. This shows in her art making as she is constantly exploring the materials. Student 3 is reserved and orderly. She usually focuses on the details of her work and always wants more time to create. Student 4 is quite and reserved, but remains very engaged. She works diligently on her art and always stays focused on the making. Student 5 is quite and hardworking. His art making reflects his personal interests. Student 6 is very articulate and detailed. He has in depth ideas about his art and usually creates narratives around his work. Student 7 is rambunctious and hard to focus at times. She struggles to work through a single idea because she’s so excited and wants to explore as much as possible. Student 8 is a diligent worker. Her work reflects this with a high level of detail and completeness. Student 9 is enthusiastic and enjoys participating in discussions. She creates a high level of detail in her work and enjoys explaining her making process. Student 10 is a high-level thinker and planner. She plans her work in great detail and gravitates towards more complex processes/ideas. Student 11 is reserved and descriptive. Her work is detailed and thoughtful. Student 12 is energetic and expressive. His work is full of energy and he’s always willing to share the narratives associated with his pieces. Student 13 is excited about art and thinks deeply about his making. His work reflects this attention to detail. Student 14 is outgoing and likes to engage in art through his interests. He often finds inspiration for his work by collaborating with others. Student 15 is full of energy and can be hard to focus at times. His art making shows this energy as he is constantly experimenting with the materials. Student 16 loves sports and incorporating his interests into his art making. He likes to work with his tablemates and feeds off their energy. Student 17 is outgoing and excited to work with his tablemates. He usually collaborates with those around him to help develop his ideas for making. Student 18 is quite and pensive. His work is thorough and reflects his thoughtfulness.
School Wide Policies for Management, Safe Schools, and Students with Special Needs
Polaris operates with both a School Accountability Committee and a Site Based Management Team. The former is responsible for making recommendations to the principal concerning school funding, performance, and improvements while the later is responsible for "upholding the beliefs and structures of our K-12 Expeditionary Learning Schools."
As mentioned above, Polaris also retains two paraprofessionals to assist any students with special needs.