Setting & Context
Polaris elementary school is a model of expeditionary learning. According to Polaris’s website, “Polaris utilizes the 10 design principles of Expeditionary Learning to achieve our mission to develop 21st century learners through rigorous academic course work, high quality adventure experiences, character development, and leadership opportunities.” The website also states that “The fundamental idea behind Expeditionary Learning is that students learn more by experiencing the world around them. Expeditionary Learning harnesses the students’ natural passion to learn and helps children develop the curiosity, knowledge, skills, and personal qualities they need for successful adulthood.” Students never have homework but instead have a portfolio that follows them through their school career to measure their progress. The student/teacher relationship is one where students call teachers by their first names. They want the students to look at their teachers as someone to learn with. The average classroom ratio for elementary is 18:1. Another important aspect of the elementary school is that students are with the same teacher for 2 years. For example, the class that is used for these lessons is a 2/3 class. The students are with the same teacher and classmates for 2 years which creates a strong class bond. This school is tucked away on the west side of Fort Collins. This schools is considered a school of choice which means students must choose to attend that school and have a way of getting to school every day. This means that students come from all over Fort Collins. Fort Collins is a growing community with an estimated population of 158,600 and an median household income of $53,780.
Support is provided in the school. The school has a nurse that is available to all students k-12. The nurse is available to deal with injuries, illnesses and other health related issues. Teachers deal with their students need on an individual basis. The teacher will deal with 504’s and IEP’s and make the needed adjustments and modifications. Teacher accommodate for their students that need more attention or help with their learning.
The demographics of this school are as follows:
Gender
-56.1% Male
-43.9% Female
Lunch
-26.3% Free Lunch
-3.4% Reduced Lunch
Race/Ethnicity
-87.8% White
-7.3% Hispanic
-0.8% Asian
-0.8% Black
-3.1% Two Races
Below is a diagram of the classroom. This classroom is set up with students in groups. There are many posters and visual aids on the walls of the room.
Support is provided in the school. The school has a nurse that is available to all students k-12. The nurse is available to deal with injuries, illnesses and other health related issues. Teachers deal with their students need on an individual basis. The teacher will deal with 504’s and IEP’s and make the needed adjustments and modifications. Teacher accommodate for their students that need more attention or help with their learning.
The demographics of this school are as follows:
Gender
-56.1% Male
-43.9% Female
Lunch
-26.3% Free Lunch
-3.4% Reduced Lunch
Race/Ethnicity
-87.8% White
-7.3% Hispanic
-0.8% Asian
-0.8% Black
-3.1% Two Races
Below is a diagram of the classroom. This classroom is set up with students in groups. There are many posters and visual aids on the walls of the room.
Each student is listed below. They are described by a number which correlates with a key.
Student 1: This student learns best when they are shown examples. This student often has trouble paying attention in class and getting work done in a timely manner.
Student 2: This student enjoys exploring new media and breaking the rules. He is often doing his own thing and has a hard time sticking to the project guidelines. He does however have a big imagination.
Student 3: This student follows directions and learns from observation. She is quiet and often learns from others and her own creative mind.
Student 4: This student learns from visual aids. He enjoys making a mess and thoroughly exploring the mediums. He also does a great job transferring their ideas to a piece of art.
Student 5: This student learns from what other people are doing around him. He often is off task and disruptive when others are speaking.
Student 6: This student learns from instruction. She creates her art from her own imagination and mind. She is very quiet and productive during class time.
Student 7: This student learns from talking with others. He often gets ideas and inspiration from his neighbors and is often on task.
Student 8: This student is very confident in her art-making even when her decisions are questionable. She is usually on task but often gets distracted.
Student 9: This student learns from instruction. He pays very close attention to presentations and demonstrations. He is very focused when making art and does not like when others copy him.
Student 10: This student learns from instruction and her own knowledge. She is very outgoing and willing to ask for help. She is often looking for input from others to create great art.
Student 11: This student has a hard time learning from instruction. He often thinks that he already knows the instructions and will take off with his imagination. He is a very confident child.
Student 12: This student learns from others. He is often observing others work before he makes his own artistic decisions. He is usually quiet but social with his friends.
Student 13: This student has difficult time learning from instruction. She does not like to listen to directions and often tries to be funny in front of her class.
Student 14: This student learns from instruction and from observing. He pays attention when others are talking and usually has quality input during discussions.
Student 15: This student learns from instruction. She pays close attention during presentations and demonstrations and often uses those ideas in her own artwork.
Student 16: This student learns from other. He observes what others are doing around him and tries to elaborate on those ideas. He often feels like things are a competition.
Student 17: This student learns from observation. He often takes ideas from his neighbors but does a good job of making them his own. He is always participating in discussions.
Student 18: This student has a difficult time focusing and following the rules. He often deliberately disobeys the guidelines for projects in hopes of getting a rise out of other students and teachers.
School wide policies for management are laid out in Poudre School district’s Student Code of Conduct. This lengthy document covers everything from student responsibilities to how discipline is carried out. The safe schools for PSD says that they are responsible for “developing safe school plans that include procedures for staff in crisis prevention and management. These plans will include but are not limited to:
1. A designated and trained building crisis response team
2. Lockdown, fire, evacuation, and severe weather procedures
3. Access and building check-in procedures
4. Staff training and a plan for yearly drills of procedures
Building principals shall be responsible for the supervision and implementation of the safe school program at their schools.” Within the classroom, conflict resolution is dealt with a refocus process. This process is 4 steps but the teacher also has the right to bypass the process if something is considered a serious discipline issue. According to the Polaris student handbook, the 4 steps are as follows:
Student 1: This student learns best when they are shown examples. This student often has trouble paying attention in class and getting work done in a timely manner.
Student 2: This student enjoys exploring new media and breaking the rules. He is often doing his own thing and has a hard time sticking to the project guidelines. He does however have a big imagination.
Student 3: This student follows directions and learns from observation. She is quiet and often learns from others and her own creative mind.
Student 4: This student learns from visual aids. He enjoys making a mess and thoroughly exploring the mediums. He also does a great job transferring their ideas to a piece of art.
Student 5: This student learns from what other people are doing around him. He often is off task and disruptive when others are speaking.
Student 6: This student learns from instruction. She creates her art from her own imagination and mind. She is very quiet and productive during class time.
Student 7: This student learns from talking with others. He often gets ideas and inspiration from his neighbors and is often on task.
Student 8: This student is very confident in her art-making even when her decisions are questionable. She is usually on task but often gets distracted.
Student 9: This student learns from instruction. He pays very close attention to presentations and demonstrations. He is very focused when making art and does not like when others copy him.
Student 10: This student learns from instruction and her own knowledge. She is very outgoing and willing to ask for help. She is often looking for input from others to create great art.
Student 11: This student has a hard time learning from instruction. He often thinks that he already knows the instructions and will take off with his imagination. He is a very confident child.
Student 12: This student learns from others. He is often observing others work before he makes his own artistic decisions. He is usually quiet but social with his friends.
Student 13: This student has difficult time learning from instruction. She does not like to listen to directions and often tries to be funny in front of her class.
Student 14: This student learns from instruction and from observing. He pays attention when others are talking and usually has quality input during discussions.
Student 15: This student learns from instruction. She pays close attention during presentations and demonstrations and often uses those ideas in her own artwork.
Student 16: This student learns from other. He observes what others are doing around him and tries to elaborate on those ideas. He often feels like things are a competition.
Student 17: This student learns from observation. He often takes ideas from his neighbors but does a good job of making them his own. He is always participating in discussions.
Student 18: This student has a difficult time focusing and following the rules. He often deliberately disobeys the guidelines for projects in hopes of getting a rise out of other students and teachers.
School wide policies for management are laid out in Poudre School district’s Student Code of Conduct. This lengthy document covers everything from student responsibilities to how discipline is carried out. The safe schools for PSD says that they are responsible for “developing safe school plans that include procedures for staff in crisis prevention and management. These plans will include but are not limited to:
1. A designated and trained building crisis response team
2. Lockdown, fire, evacuation, and severe weather procedures
3. Access and building check-in procedures
4. Staff training and a plan for yearly drills of procedures
Building principals shall be responsible for the supervision and implementation of the safe school program at their schools.” Within the classroom, conflict resolution is dealt with a refocus process. This process is 4 steps but the teacher also has the right to bypass the process if something is considered a serious discipline issue. According to the Polaris student handbook, the 4 steps are as follows:
- 1st Refocus – a gentle reminder that those behaviors are not in line with classroom expectations.
- 2nd Refocus – an additional reminder that their behavior is not in line with classroom management. Offers additional help if the student needs it.
- 3rd Refocus/Hall Conference – Student meets with the teacher in the hallway to discuss the situation. The teacher ends the conversation with an encouraging statement.
- Problem Solving Contract – intended to help the student understand why those behaviors are not welcome in the classroom. Parents are also issued a copy of the contract.
