-Community and Cultural Context-
Polaris Expeditionary Learning School is a K-12 public school in north western Fort Collins. From 2001-2006 the school existed as Pioneer Charter school, however this charter ran into significant problems and was absorbed by the district to become a 100% school of choice. The Polaris model of “Expeditionary Learning” comes from the work of Harvard Education in the 1990’s. In this style of school an emphasis is placed on depth as opposed to breadth in student learning. Every classroom employs visible learning targets which allows students to clearly understand what is expected of them and therefore what they are successful with and what they need additional support in. This is all in an effort to create students that understand and own their learning as opposed to being passive learners. The principle of the school, Joe Gawronski, describes the Polaris student as the informed and curios citizen of the functioning democracy who will pause to ask “why” and be the free thinkers of a society. To accomplish these goals Polaris relies on upon a system where learning is described as, “active, challenging, meaningful, public, and collaborative” this allows the school to accomplish the objective of creating an environment where learning is an active expedition rather than a passive act.
-Support Structure-
Polaris has unique challenges that require adaptability of staff and students as well as support from parents and the surrounding community. Polaris does not have many of the resources that many of the school in the Poudre District enjoy. For instance the school budget and class sizes are small and many of the teachers and staff need to wear multiple hats in order accomplish the mission of the school. Polaris has the highest rate of parent involvement in the district and in many ways are truly dependent on parent participation to be successful. Parents are encouraged to be involved with the school and are referred to as, “Parent Action Crew” in keeping with the nautical terminology. This Parent Crew is encouraged to help with adventure, fieldwork, and intensives, all of which fall into the expeditionary and hands on learning model of Polaris. Polaris offers standard academic counselling services to its high school students. Additional professional support for students include two Paraprofessionals, a k-8 councilor, and a health technician.
-Demographic Chracteristics-
-Classroom Environment and Students-
The Kindergarten classroom of Denise Gusinde consists of 18 students and a variety of spaces that allow for all the key components of a Kindergarten classroom to take place. The room consists of three main sections. The front and middle portion of the classroom contain the tables in which each group of students (divided into groups of 4-5) sit. Here they all can orient themselves to easily see the smart board at the front of the class. In front of these tables is the central meeting place of the class, the all-important rug. On this rug students begin and end their day, sitting in a group, sharing their stories and discoveries, and conducting the morning meeting. The other sections of the classroom are located in the back corners of the room. One corner contains the library and reading area, while the other houses the sink, art supplies, and area for student play. Every inch of the room is dedicated to continual and interactive student learning. Students are constantly reading their names, daily checking and recording the temperature outside, changing the calendar, and following a schedule. The room includes instructions and content in both written and pictorial language.
When the students are seated at their tables they are divide into the following groups, red, blue, orange, and green. These groups are marked by the corresponding tray at each table again allowing for students to receive visual as well as written directions. Each of these groups holds between 4-5 amazing students each with individual needs, abilities, and prowess as young art explorers. In the following section each group will be explored and the student’s success and challenges in class briefly discussed:
Red Group: R1-in this group is a very advanced learner and leader in the classroom. Her work is meticulous and detailed especially for an artist of her age. She also displays emotional maturity and a steadfast desire to learn and please her teachers.
R2-Is a quite student who is often looked to by other students for artistic inspiration. She is loyal to her own ideas but also recognizes how others often follow her artistic lead.
R3-This student produced an interesting challenge from the beginning of the semester. This student has unusually low self-esteem for a kindergartner that is especially manifested in the art classroom. Though he does not have emotional outbursts he often shuts down due to his low confidence. Success in working with him has come from positive narration and praise, prompt, leave questioning that has yielded positive results.
R4-This is one of the most rambunctious and energetic students in the room. Often taking the role of the class clown this student thrives on choice and variety in the art making process. At times this student can become emotionally unstable but this is usually due to a desire for attention and positive affirmation especially from adults.
R5-This student is a motivated in his art work but often becomes distracted easily. He also requires a good amount of positive narration to stay on task and focused throughout an art lesson.
Blue Group: B1-This student is a steady worker in her art making. She is continually excited about working with new materials and process and makes work that is relevant to her interests. She works well with others in her group.
B2-This student has some of the most severe emotional needs in the class. He does not yet have the skills to deal with many of the day to day difficulties of the class and often cries in response to small instances. His art work is effected by this as he often creates something and then destroys it thinking that it is not good enough.
B3-This student is energetic and engaged in the art process especially in tactile experiences. He is often loud and boisterous but remains focused while working.
B4-This student has an affinity for writing descriptions with her artwork but has yet to master the basics of spelling. She is highly adaptable in her work and often changes her plans to match the process of the outcome always retaining a positive and exploratory attitude.
B5-This student presents some of the most difficult management problems in the class. She is often off task and repeatedly distracts R4 and gets him off task. The function of her behavior seems to be immaturity in social situations. Her art work is often done very quickly and she produces numerous pieces during any given class.
Orange Group: O1-This student has a very goody personality that is manifested in his artwork. He often becomes off task in a very playful manner and needs to be redirected in order to accomplish a task.
O2-This student is very quiet and works well in the room. Her work often consists of personally relevant material and her focus is consistent.
O3-This student has an affinity for drawing and making flowers that is prevalent throughout her 2D and 3D work. She can become emotional but this is mainly in her relation to wanting to please her teachers.
O4-This student is a quiet hardworking student. His art again reflects his interests as he works in class.
Green Group: G1-This student tends to be reserved especially in this group that has strong personalities. She works hard on her art and stays focused and engaged from project to project.
G2-This student is one of the most quiet and introspective in the class. He has a very calm presence that is reflected in his thoughtful art work. He continual makes work that reflects his interest in color and nature.
G3-This student is one of the more vocal students within his group. He often makes work that is reflective of his interests and typical for his age.
G4-This student is very much a leader in her group and in the class. She is not afraid to stand by her ideas and work hard on her artwork. Often the other students in the green group take their ques from her work and attitude.
When the students are seated at their tables they are divide into the following groups, red, blue, orange, and green. These groups are marked by the corresponding tray at each table again allowing for students to receive visual as well as written directions. Each of these groups holds between 4-5 amazing students each with individual needs, abilities, and prowess as young art explorers. In the following section each group will be explored and the student’s success and challenges in class briefly discussed:
Red Group: R1-in this group is a very advanced learner and leader in the classroom. Her work is meticulous and detailed especially for an artist of her age. She also displays emotional maturity and a steadfast desire to learn and please her teachers.
R2-Is a quite student who is often looked to by other students for artistic inspiration. She is loyal to her own ideas but also recognizes how others often follow her artistic lead.
R3-This student produced an interesting challenge from the beginning of the semester. This student has unusually low self-esteem for a kindergartner that is especially manifested in the art classroom. Though he does not have emotional outbursts he often shuts down due to his low confidence. Success in working with him has come from positive narration and praise, prompt, leave questioning that has yielded positive results.
R4-This is one of the most rambunctious and energetic students in the room. Often taking the role of the class clown this student thrives on choice and variety in the art making process. At times this student can become emotionally unstable but this is usually due to a desire for attention and positive affirmation especially from adults.
R5-This student is a motivated in his art work but often becomes distracted easily. He also requires a good amount of positive narration to stay on task and focused throughout an art lesson.
Blue Group: B1-This student is a steady worker in her art making. She is continually excited about working with new materials and process and makes work that is relevant to her interests. She works well with others in her group.
B2-This student has some of the most severe emotional needs in the class. He does not yet have the skills to deal with many of the day to day difficulties of the class and often cries in response to small instances. His art work is effected by this as he often creates something and then destroys it thinking that it is not good enough.
B3-This student is energetic and engaged in the art process especially in tactile experiences. He is often loud and boisterous but remains focused while working.
B4-This student has an affinity for writing descriptions with her artwork but has yet to master the basics of spelling. She is highly adaptable in her work and often changes her plans to match the process of the outcome always retaining a positive and exploratory attitude.
B5-This student presents some of the most difficult management problems in the class. She is often off task and repeatedly distracts R4 and gets him off task. The function of her behavior seems to be immaturity in social situations. Her art work is often done very quickly and she produces numerous pieces during any given class.
Orange Group: O1-This student has a very goody personality that is manifested in his artwork. He often becomes off task in a very playful manner and needs to be redirected in order to accomplish a task.
O2-This student is very quiet and works well in the room. Her work often consists of personally relevant material and her focus is consistent.
O3-This student has an affinity for drawing and making flowers that is prevalent throughout her 2D and 3D work. She can become emotional but this is mainly in her relation to wanting to please her teachers.
O4-This student is a quiet hardworking student. His art again reflects his interests as he works in class.
Green Group: G1-This student tends to be reserved especially in this group that has strong personalities. She works hard on her art and stays focused and engaged from project to project.
G2-This student is one of the most quiet and introspective in the class. He has a very calm presence that is reflected in his thoughtful art work. He continual makes work that reflects his interest in color and nature.
G3-This student is one of the more vocal students within his group. He often makes work that is reflective of his interests and typical for his age.
G4-This student is very much a leader in her group and in the class. She is not afraid to stand by her ideas and work hard on her artwork. Often the other students in the green group take their ques from her work and attitude.
-School-wide Policies for Management, Safe Schools, Conflict Resolution and Students with Special Needs-
School Wide Policies for Management, Safe Schools, Conflict Resolution, and Students with Special Needs-The Kindergarten classroom taught and managed by Denise Gusinde operates on the management plan of students continually being faced with choices. Denise has built amazing relationships with her students and utilizes this close nature as well as an ability to recognize the unique needs of each student to help support each of them in complete ways. Denise recognizes that change comes over a large amount of time and is continually using conversations and redirects to help students improve over time. Denise relies heavily on the tools of positive narration and attending skills to keep her class on track. A key part of this is Denise’s ability to find the function of the student behavior and address that specifically thus working the challenge at its roots. The special needs in Denise’s classroom are limited to more emotional and behavioral. In supporting these students Denise recognizes what they need in order to improve their emotional functionality and puts systems in place to accomplish these goals. Polaris as a whole employs a Site Base Management Plan and Team to implement this structure. The team is responsible for upholding the site based plan and using a decision making matrix to help guide the interactions with in the school. The 10 core principles that guide the school throughout k-12 and can be found at this link https://pol.psdschools.org/webfm/37. Much of the logistical dealings of the school fall under the category of allowing teachers to decide on an individual level how they will address and manage their own classrooms. This emphasis on teacher choice again points to the greater mission of Polaris to meet students on the basis of individual need and to allow a teacher who knows them well to make decisions.
