Culture and Community Context
Polaris is a unique school in the Poudre School District, located in Fort Collins, Colorado. One thing that makes this school of choice unique is that it is an Expeditionary school. Expeditionary learning schools are schools that focus on project-based learning and self-guided learning. Students engage in interdisciplinary, in-depth study of compelling topics, in groups and in their community. Expeditionary learning joins together academic challenge with critical skills like critical thinking, perseverance, and an ethic of contribution to prepare students for success in college and in life. Another thing that makes this schools unique is the fact that it is K-12. This allows students to continue their learning seamlessly at one school.
Students within Polaris also interact with each other and their teachers differently than most schools. This is because students are not given grades or labeled into definitive groups. Because of this, students are allowed to focus on the learning and experiences, rather than grades and tests. Students within Polaris engage in many hands-on activities outside of school that highly enhance learning and provide real-life experiences. When walking into this school, there is an obvious difference in atmosphere than most elementary schools. Students are kind and ready to learn, which creates a warm and inviting atmosphere that fosters learning. Students exhibit a sense of pride and a preparedness to learn. Teachers within this school are also kind and caring, and are a huge reason why expeditionary learning works so well. The teachers work together for the student's greater good and you can tell how much they care about every student's learning and future.
There are many things that separate Polaris from every other school. The sense of pride, hands-on learning, and welcoming environment are just a few things that make this school truly unique.
Students within Polaris also interact with each other and their teachers differently than most schools. This is because students are not given grades or labeled into definitive groups. Because of this, students are allowed to focus on the learning and experiences, rather than grades and tests. Students within Polaris engage in many hands-on activities outside of school that highly enhance learning and provide real-life experiences. When walking into this school, there is an obvious difference in atmosphere than most elementary schools. Students are kind and ready to learn, which creates a warm and inviting atmosphere that fosters learning. Students exhibit a sense of pride and a preparedness to learn. Teachers within this school are also kind and caring, and are a huge reason why expeditionary learning works so well. The teachers work together for the student's greater good and you can tell how much they care about every student's learning and future.
There are many things that separate Polaris from every other school. The sense of pride, hands-on learning, and welcoming environment are just a few things that make this school truly unique.
Support Structure
Polaris's excellent support structure is what makes this a school of choice. Expeditionary learning at Polaris is made possible because of the many teachers, parents, and volunteers that work hard to provide that support structure. This school has about twenty-seven teachers, two paraprofessionals, and two counselors (one for elementary students and one for secondary students). Classes are small, capped at about eighteen students per room, so that students are given the best support and best chance at success as possible.
Polaris has many fundraisers to support the amount of field trips their students are allowed to go on. These fundraisers provide the support Polaris needs to continue to fund the field trips that allow students to participate in hands-on learning. Not only does Polaris have many support systems within the school, but CSU provides support as well. CSU provides support for Polaris by providing pre-service teachers for art classes every Friday. CSU students come in to teach elementary students art once a week which provides low-cost art classes for Polaris and an opportunity to learn for the CSU students.
Polaris has many fundraisers to support the amount of field trips their students are allowed to go on. These fundraisers provide the support Polaris needs to continue to fund the field trips that allow students to participate in hands-on learning. Not only does Polaris have many support systems within the school, but CSU provides support as well. CSU provides support for Polaris by providing pre-service teachers for art classes every Friday. CSU students come in to teach elementary students art once a week which provides low-cost art classes for Polaris and an opportunity to learn for the CSU students.
Demographic Characteristics
Polaris is similar to most schools in Fort Collins in terms of demographics. Middle-class is the most common income status of the students at Polaris, and Caucasian is the most common race. Below are the demographics of the student body, as well as statistics reflecting the school's test scores:
There are 386 students who are registered at Polaris Expeditionary Learning School. 36% of students are free/discounted lunch recipients. Student to teacher ratio is 15/1. These demographics are from 2016, found on schooldigger.com.
Racial Demographics:
White: 87% (335 students)
Hispanic: 6.2% (23 students)
Two or more races: 3.9% (15 students)
Other: 3.3% (13 students)
Test Scores:
CMAS English Language Arts: Third grade, 22.2% proficient; Fourth grade, 55.6% proficient; Fifth grade, 72.2% proficient.
CMAS Math: Third grade, 44.4% proficient, Fourth grade, 40% proficient; Fifth grade, 44.4% proficient.
There are 386 students who are registered at Polaris Expeditionary Learning School. 36% of students are free/discounted lunch recipients. Student to teacher ratio is 15/1. These demographics are from 2016, found on schooldigger.com.
Racial Demographics:
White: 87% (335 students)
Hispanic: 6.2% (23 students)
Two or more races: 3.9% (15 students)
Other: 3.3% (13 students)
Test Scores:
CMAS English Language Arts: Third grade, 22.2% proficient; Fourth grade, 55.6% proficient; Fifth grade, 72.2% proficient.
CMAS Math: Third grade, 44.4% proficient, Fourth grade, 40% proficient; Fifth grade, 44.4% proficient.
Classroom Environment and Students
My partner and I taught art weekly in a Kindergarten classroom. This classroom consisted of seventeen students, one teacher, and one teacher's aide. The classroom is divided into sections. There's a section for English and reading which is full of books and fun decorations. There's a section for "play-time" which has costumes, more books, and other objects to help instruction. Another section is the art section. In this section there is an easel, paint, a sink, and a few small tables. Students were divided into four groups at the beginning of the year and each group was assigned a color. There are four tables in the room, each associated with a specific color group. The groups foster a sense of community in the classroom and enhance every student's enjoyment of learning.
At the front of the classroom, there is a SMART board and a rug for students to sit on during instruction. The SMART board is a great tool for our art presentations and was an excellent addition to our instruction. Our students learn in a classroom that highly encourages playing and learning through play. This is reflected in the way students interact with the teachers and each other. The students support each other in their learning and work together during assignments. Not only do the students work well as a group, but they are all unique and inspiring individually. Each of them brings a unique perspective to the classroom, which is what makes this Kindergarten class so rich and diverse.
At the front of the classroom, there is a SMART board and a rug for students to sit on during instruction. The SMART board is a great tool for our art presentations and was an excellent addition to our instruction. Our students learn in a classroom that highly encourages playing and learning through play. This is reflected in the way students interact with the teachers and each other. The students support each other in their learning and work together during assignments. Not only do the students work well as a group, but they are all unique and inspiring individually. Each of them brings a unique perspective to the classroom, which is what makes this Kindergarten class so rich and diverse.
School-wide Policies for Management, Safe Schools, Conflict Resolution and Student with Special Needs
Management: Our teacher has the immense job of managing a Kindergarten class. One thing she's implemented is a bell system. The teacher will ring the bell whenever she needs the students attention. They know that when the bell rings, they must put their eyes and ears on the teacher and take their hands away from their work. Another system she's implemented is called "Tacky". Tacky is a stuffed penguin that is used during class discussions and lecture. Whoever is holding Tacky is the one who gets to talk and they need eyes and ears on them. Tacky is used to make sure students are paying attention to speakers and to give them a visual of who is speaking. In terms of conflict, the classroom I am functions as a community and therefore, very little conflict ever arises. When it does, the students with conflict are separated and they become involved in conflict resolution. The school also has a five step redirect system that works like this:
First redirect: politely remind the student to get back on track.
Second redirect: politely ask them to change their behavior and tell them what type of behavior is expected. Also, remind them that the next time they will have a discussion in the hall.
Third redirect: talk with the student in the hall about their behavior. If there is another redirect the student may be removed from the room.
Fourth redirect: create a problem solving contract, where the student and teacher talk about what they can do to adjust these behaviors.
Fifth redirect: Administrative support in office.
The Safe School Program is a program focused on crisis management and prevention and is implemented throughout the Poudre School District, including Polaris. There are several plans associated with this program and it is the responsibility of the Principal to uphold them. These plans are:
- Lock down, fire evacuation and severe weather procedures
- Access and building check-in procedures, a system is in place to know who is in the building at all times.
- Staff training for yearly drills and procedures. Drills are routine so everyone knows what to do
- Safe schools tip line that allows students a resource if need be, that allows them to remain anonymous
Students with Special Needs: Polaris Expeditionary Learning School is inclusive for every student, including students with special needs. Currently, Polaris has a paraprofessional who works directly with students with special needs to give them the tools they need to succeed. Polaris doesn't have a traditional special education program but they exercise a nondiscrimination policy nonetheless. Polaris also employs the SWAP program through the Poudre School District. SWAP or School to Work Alliance Program is a free transitional program that helps students with special needs find and keep a job.
These resources, as well as many others, makes Polaris a truly unique and exceptional school that gives every student the tools they need for success.
First redirect: politely remind the student to get back on track.
Second redirect: politely ask them to change their behavior and tell them what type of behavior is expected. Also, remind them that the next time they will have a discussion in the hall.
Third redirect: talk with the student in the hall about their behavior. If there is another redirect the student may be removed from the room.
Fourth redirect: create a problem solving contract, where the student and teacher talk about what they can do to adjust these behaviors.
Fifth redirect: Administrative support in office.
The Safe School Program is a program focused on crisis management and prevention and is implemented throughout the Poudre School District, including Polaris. There are several plans associated with this program and it is the responsibility of the Principal to uphold them. These plans are:
- Lock down, fire evacuation and severe weather procedures
- Access and building check-in procedures, a system is in place to know who is in the building at all times.
- Staff training for yearly drills and procedures. Drills are routine so everyone knows what to do
- Safe schools tip line that allows students a resource if need be, that allows them to remain anonymous
Students with Special Needs: Polaris Expeditionary Learning School is inclusive for every student, including students with special needs. Currently, Polaris has a paraprofessional who works directly with students with special needs to give them the tools they need to succeed. Polaris doesn't have a traditional special education program but they exercise a nondiscrimination policy nonetheless. Polaris also employs the SWAP program through the Poudre School District. SWAP or School to Work Alliance Program is a free transitional program that helps students with special needs find and keep a job.
These resources, as well as many others, makes Polaris a truly unique and exceptional school that gives every student the tools they need for success.