Laurel Tree Learning Center - Whole School Handbook
Laurel Tree Learning Center is family-style schooling. We are a small, intimate group of people working and learning together. Josh, Alyse, Amber and Maren team-teach the primary; and Maya, Dan and Brenda work together with the middle school and high school. Tracy, our family liaison, runs a nursery program for parent volunteers, and the aftercare program for school age children. Reka supervises our students in the kitchen as they cook lunch. Sienna and Jabari provide extra support for students, and Cathie Shermer teaches and facilitates the K-12 Independent Study Program. The entire staff works and plans together for the school as a whole. We invite parents, artists, poets, and community members to share their unique talents with us, as well.
We have high standards for academic excellence, but believe that children learn and develop at different rates and in different ways. We allow for this individual growth by using alternative forms of assessment, setting individual goals, and doing project based teaching as well as more traditional styles of teaching. Working in small groups allows us to give as much individual attention as it takes to help each child reach their goals. We expect and encourage children to take responsibility for their own learning and to be responsible both to and for the group. Conflict resolution and problem solving are skills we value and teach. We take time to help children learn them in their day-to-day interactions with each other.
Laurel Tree is our home base for exploring the rest of the world. Our goal is to help each child grow and learn to the best of their potential; to give them the tools that they need to go out and make a difference in that world.
We have high standards for academic excellence, but believe that children learn and develop at different rates and in different ways. We allow for this individual growth by using alternative forms of assessment, setting individual goals, and doing project based teaching as well as more traditional styles of teaching. Working in small groups allows us to give as much individual attention as it takes to help each child reach their goals. We expect and encourage children to take responsibility for their own learning and to be responsible both to and for the group. Conflict resolution and problem solving are skills we value and teach. We take time to help children learn them in their day-to-day interactions with each other.
Laurel Tree is our home base for exploring the rest of the world. Our goal is to help each child grow and learn to the best of their potential; to give them the tools that they need to go out and make a difference in that world.
Enrollment
We enroll thirty students in the primary grades. Our middle school and high school program has a maximum enrollment of forty-five. Both programs are currently full and have a waiting list for next year. When we have openings, we accept students off the waiting list on a first-come, first serve basis, with a priority given only to siblings of students already enrolled. To be put on the waiting list, we ask that parents and their student come and observe at the school and meet with the teachers. If our school seems like the right place for your family, we’ll add you to the waiting list. We call everyone on the waiting list in May to let them know whether they have a space for the following year.
Our New Independent Study Program accepts students in K-12th grades. All the teachers help provide support for home school families: classes for students on-site and curriculum support for families working at home. Be sure and see the webpage about the new program.
Parent Involvement
Parents are welcome and are encouraged to work with us whenever possible. We will often ask for parents to come and share their expertise, go on field trips, or help with projects. We have many whole school events when we come together as a community. Parents are actively involved in raising money for our arts and culture program. We believe parent involvement is critical to the success of children. You are your child’s first teacher. It is your right to visit and observe the school at any time. It would be our privilege to have you participate.
We ask only that you set up observation/helping time with the teacher ahead of time and that you not interrupt class time to talk to a teacher. We're very accessible before classes, after school, and via the internet - schedule a meeting so we can give you our full attention. Teachers are not allowed to meet with parents during class time, they are required to be giving their full attention to students.
What is a Charter School?
A charter school is a public school that can be sponsored by a school district, a county board of education, college or university, or by the state. These sponsors monitor the quality and integrity of the school while allowing them to operate free from the traditional bureaucratic and regulatory red tape that binds many public schools. This allows charter schools to design and deliver programs tailored to the educational needs of each student while reflecting the community’s values.
We are a part of the Mattole Valley Charter School, based in Southern Humboldt. They have close to a thousand students throughout Humboldt, Trinity, Siskiyou and Del Norte counties. Many of their students are independent study, but they also have several on-sight programs like ours. They have a wonderful Resource Center in Cutten that has educational materials available for checkout by parents. Mattole runs our payroll, our purchase orders, our testing, they help us plan our budget, and they make sure that all our paperwork is up to state standards. They are our “district”. Both Richard Graey and Diane Eannarino, administrators, and Corey Webber, the budget director, have been wonderful at providing us with the support we need while still allowing us the autonomy we want in creating our school.
As a public school, Laurel Tree is open to all who wish to attend it, without regard to race, religion, or academic ability. The school is run on tax dollars and cannot charge tuition.
Charter schools are held accountable for demonstrating educational results. Each month we must write learning records for each student that show what state standards we addressed in each subject, what lessons/activities we did to address those standards, and how that particular student did with those lessons or activities. Parents receive a copy of the monthly learning records, so they have an accurate and up-to-date report of what is being taught and how their student is doing.
A charter school is a public school that can be sponsored by a school district, a county board of education, college or university, or by the state. These sponsors monitor the quality and integrity of the school while allowing them to operate free from the traditional bureaucratic and regulatory red tape that binds many public schools. This allows charter schools to design and deliver programs tailored to the educational needs of each student while reflecting the community’s values.
We are a part of the Mattole Valley Charter School, based in Southern Humboldt. They have close to a thousand students throughout Humboldt, Trinity, Siskiyou and Del Norte counties. Many of their students are independent study, but they also have several on-sight programs like ours. They have a wonderful Resource Center in Cutten that has educational materials available for checkout by parents. Mattole runs our payroll, our purchase orders, our testing, they help us plan our budget, and they make sure that all our paperwork is up to state standards. They are our “district”. Both Richard Graey and Diane Eannarino, administrators, and Corey Webber, the budget director, have been wonderful at providing us with the support we need while still allowing us the autonomy we want in creating our school.
As a public school, Laurel Tree is open to all who wish to attend it, without regard to race, religion, or academic ability. The school is run on tax dollars and cannot charge tuition.
Charter schools are held accountable for demonstrating educational results. Each month we must write learning records for each student that show what state standards we addressed in each subject, what lessons/activities we did to address those standards, and how that particular student did with those lessons or activities. Parents receive a copy of the monthly learning records, so they have an accurate and up-to-date report of what is being taught and how their student is doing.
What is a Learning Center?
Laurel Tree is a learning center of Mattole Valley Charter School. A learning center is different than a site based program in a couple of ways. A site based school is one where all students attend a particular site and receive 100% of their education at that site. They must attend for a certain number of minutes each day. A learning center is a place that offers different classes students may sign-up for. It’s more flexible and not all the students are there all the time. Although a learning center may offer programs all day, five days a week, they may not require that students attend for more than 80% of their educational minutes. This allows you and your student more flexibility and choice in deciding what you want and in customizing your program. Our minimum enrollment requirement is 8:30 to 1:00 Monday - Thursday (academic mornings). You can sign your child up for everything that we offer, just the academic mornings, or something in between.
Laurel Tree is a learning center of Mattole Valley Charter School. A learning center is different than a site based program in a couple of ways. A site based school is one where all students attend a particular site and receive 100% of their education at that site. They must attend for a certain number of minutes each day. A learning center is a place that offers different classes students may sign-up for. It’s more flexible and not all the students are there all the time. Although a learning center may offer programs all day, five days a week, they may not require that students attend for more than 80% of their educational minutes. This allows you and your student more flexibility and choice in deciding what you want and in customizing your program. Our minimum enrollment requirement is 8:30 to 1:00 Monday - Thursday (academic mornings). You can sign your child up for everything that we offer, just the academic mornings, or something in between.
If you are interested in doing more of your schooling at home, we have a new hybrid independent study program that provides some classes on-site, and some independently. Either Maya or Amber will work with you to customize a schedule for your family from our offerings. Check out the Independent Study website.
If you choose to work entirely at home, Cathie Shermer can help you order curriculum and plan your course of study. She will meet with you once a month and provide support. The benefit of straight independent study is that you will have access to funds for purchasing your own curriculum and doing approved activities. That is not the case when you are enrolled in either the hybrid or a learning center. Here, your student’s funds become part of the whole school budget and pay for teacher salaries and facility rental as well as curriculum.
If you choose to work entirely at home, Cathie Shermer can help you order curriculum and plan your course of study. She will meet with you once a month and provide support. The benefit of straight independent study is that you will have access to funds for purchasing your own curriculum and doing approved activities. That is not the case when you are enrolled in either the hybrid or a learning center. Here, your student’s funds become part of the whole school budget and pay for teacher salaries and facility rental as well as curriculum.
Primary Program
The primary program is a place where we form strong family and community bonds, spark imaginations, inspire creativity and provide a strong academic foundation. Laurel Tree Learning Center’s Primary program is focused on experiential, mastery, and cooperative learning in a mixed age setting. We provide students the opportunity to learn at their own speed and to learn about the world through the interests within themselves. We plan individual, large group, and whole school activities that challenge the students. We design activities so each student can attain success and develop teamwork skills. We use state standards and student interest as a way to guide our teaching. The teachers at Laurel Tree believe in planning thematic units that not only cover the standards but also extend the topics and interweave the subjects to show their interdependence. Our goal is to instill a lifelong passion for learning and academic competence for all students.
Our Day-Monday through Thursday:
8:15-8:30 Morning Meeting
8:30 –9:30 Math Hour
9:30 -10:00 Snack and recess
10:00-11:00 Science center rotation with PE pullout.
11:00-12:00 English
12:00-1:00 Recess and Lunch. Everyone sits down to eat together in cross-age tribes.
1:00 Kindergarten dismissal
1:00-2:30 Social Studies/Theater
8:15-8:30 Morning Meeting
8:30 –9:30 Math Hour
9:30 -10:00 Snack and recess
10:00-11:00 Science center rotation with PE pullout.
11:00-12:00 English
12:00-1:00 Recess and Lunch. Everyone sits down to eat together in cross-age tribes.
1:00 Kindergarten dismissal
1:00-2:30 Social Studies/Theater
*Thursday afternoon students tahe the bus across town to go to HealthSport. They take classes in swimming, soccer, tumbling, and yoga.
• Drop in aftercare is available for K-6 students from 1-5:15 p.m. Monday –Thursday.
Friday Arts and Culture Schedule:
On Fridays we have artists from the community and our own parents presenting classes in music and movement, painting, basic drawing, mosaics, knitting, etc.
9:00 -10:00 Session 1
10:00 - 11:00 Session 2
11:00-12:00 Session 3
12:00- Aftercare is available until 3:00
10:00 - 11:00 Session 2
11:00-12:00 Session 3
12:00- Aftercare is available until 3:00
Grades and Assessments
Snapgrades is our on-line gradebook. Parents have access to grades, assignments and teacher comments on-line. Each student gets his or her own password. You can check it anytime and e-mail the teacher with any questions or concerns. In the primary grades we use E for excellent, S for satisfactory, and N for not satisfactory. Middle and high school students receive letter grades. We use a lot of rubrics and self assessments to help students understand the assessment process.
We hold the belief that assessment informs instruction, and that continual assessment, effectively and efficiently drives the curriculum. Prior assessment can provide information as to what the students already know and what they do not yet have a firm grasp upon. With on-going assessment teachers provide scaffolding, as well as provide more challenges to individual students. Small class size is essential for this kind of assessment. Our assessment comes in a variety of forms. Student portfolios, teacher observations, rubrics and performance assessment, are all valuable tools to see student progress over time and to help plan the next step for student learning.
Snapgrades is our on-line gradebook. Parents have access to grades, assignments and teacher comments on-line. Each student gets his or her own password. You can check it anytime and e-mail the teacher with any questions or concerns. In the primary grades we use E for excellent, S for satisfactory, and N for not satisfactory. Middle and high school students receive letter grades. We use a lot of rubrics and self assessments to help students understand the assessment process.
We hold the belief that assessment informs instruction, and that continual assessment, effectively and efficiently drives the curriculum. Prior assessment can provide information as to what the students already know and what they do not yet have a firm grasp upon. With on-going assessment teachers provide scaffolding, as well as provide more challenges to individual students. Small class size is essential for this kind of assessment. Our assessment comes in a variety of forms. Student portfolios, teacher observations, rubrics and performance assessment, are all valuable tools to see student progress over time and to help plan the next step for student learning.
Discipline
A calm, safe, and predictable classroom is essential to learning. When students help decide the rules and know that those rules will be fairly enforced, then behavior problems decrease and the amount of time for teaching and learning increases. With this in mind, we have students participate in setting up our classroom rules. However, students need firm, fair boundaries and grown-ups that they can count on to be in charge. Therefore, all adults in our classrooms use the following system. It is a positive way to create a respectful learning environment, as well as to help students reflect on and change behavior that is hindering their learning.
A calm, safe, and predictable classroom is essential to learning. When students help decide the rules and know that those rules will be fairly enforced, then behavior problems decrease and the amount of time for teaching and learning increases. With this in mind, we have students participate in setting up our classroom rules. However, students need firm, fair boundaries and grown-ups that they can count on to be in charge. Therefore, all adults in our classrooms use the following system. It is a positive way to create a respectful learning environment, as well as to help students reflect on and change behavior that is hindering their learning.
1. Proximity – Move near the student who needs support or is off task (often the same thing).
2. Praise - Praise the desired behavior in other students. “You guys are doing a great job working on that math sheet.” Praise approximate behavior changes in the student. “Good job getting started. Do you need any help?” Usually your positive presence and your offer of help are all it takes to help students get back on track.
3. Redirection – Tell the student what you want them to do, not what you want them to stop doing. “Please pick up your pencil and I’ll help you get started on this.”
4. Reflection/Replay - As a final step, students who continue to disrupt the learning environment will be sent out of the classroom. There, in a quiet, supervised space they can calm down, fill out a behavior sheet, resolve whatever the issue is, and then return to class. Students will meet with their teacher during the next break to go over their behavior sheet and decide on the consequences of their actions (mediation, restitution, making up missed work, in school suspension, or parent contact). Any out-of-control behavior (tantrums, violence, defiance) will be excused immediately to Reflection/Replay.
2. Praise - Praise the desired behavior in other students. “You guys are doing a great job working on that math sheet.” Praise approximate behavior changes in the student. “Good job getting started. Do you need any help?” Usually your positive presence and your offer of help are all it takes to help students get back on track.
3. Redirection – Tell the student what you want them to do, not what you want them to stop doing. “Please pick up your pencil and I’ll help you get started on this.”
4. Reflection/Replay - As a final step, students who continue to disrupt the learning environment will be sent out of the classroom. There, in a quiet, supervised space they can calm down, fill out a behavior sheet, resolve whatever the issue is, and then return to class. Students will meet with their teacher during the next break to go over their behavior sheet and decide on the consequences of their actions (mediation, restitution, making up missed work, in school suspension, or parent contact). Any out-of-control behavior (tantrums, violence, defiance) will be excused immediately to Reflection/Replay.
Aftercare Program
We have an on-site aftercare program that is run by our older students under adult supervision. Older students receive training in safety, child development, and peer mediation. They work in teams of two to create activities, games and lessons. Tracy works with daycare providers to plan crafts and fun activities for students. This program has created strong bonds between our older and younger students and is an important part of our community here. Aftercare is open until 5:15 p.m. Monday-Thursday, and until 3:00 p.m. on Friday. The cost is $3.00 an hour. The Changing Tides parent choice vouchers can be used in our program.
We have an on-site aftercare program that is run by our older students under adult supervision. Older students receive training in safety, child development, and peer mediation. They work in teams of two to create activities, games and lessons. Tracy works with daycare providers to plan crafts and fun activities for students. This program has created strong bonds between our older and younger students and is an important part of our community here. Aftercare is open until 5:15 p.m. Monday-Thursday, and until 3:00 p.m. on Friday. The cost is $3.00 an hour. The Changing Tides parent choice vouchers can be used in our program.
Aftercare Schedule:
1-2 Quiet playtime/reading for kindergarteners.
2-3 Craft or art activity
3-4 Snack and homework time.
4-5 Free play and outside games.
5-5:15 clean up.
Transition to 4-12 program
After completing the third or fourth grade, students will “graduate” to the older student program. As each child is an individual, we make each decision individually. The teachers from both programs, along with the parents, will look carefully at whether the student is ready to be in the older group academically, socially, and emotionally. We’ll look at whether whole day or half day is the best option. Being focused on the child’s needs and abilities will help us put our students where they will be challenged and successful.
1-2 Quiet playtime/reading for kindergarteners.
2-3 Craft or art activity
3-4 Snack and homework time.
4-5 Free play and outside games.
5-5:15 clean up.
Transition to 4-12 program
After completing the third or fourth grade, students will “graduate” to the older student program. As each child is an individual, we make each decision individually. The teachers from both programs, along with the parents, will look carefully at whether the student is ready to be in the older group academically, socially, and emotionally. We’ll look at whether whole day or half day is the best option. Being focused on the child’s needs and abilities will help us put our students where they will be challenged and successful.
4th – 12th grade program
Laurel Tree Constitution and Handbook
Our school handbook and constitution are student written. Every year the fourth – twelfth grade students spend the first week of school camping together, planning our projects, and updating our legislation. Groups of students meet in committee to revise or create legislation. These bills are then presented to the whole group. They must be approved by two-thirds of the group in order to become “law”. Bills may be written and presented to the whole group by anyone at anytime, but most of the legislative work is done at the beginning of the year.
Our school handbook and constitution are student written. Every year the fourth – twelfth grade students spend the first week of school camping together, planning our projects, and updating our legislation. Groups of students meet in committee to revise or create legislation. These bills are then presented to the whole group. They must be approved by two-thirds of the group in order to become “law”. Bills may be written and presented to the whole group by anyone at anytime, but most of the legislative work is done at the beginning of the year.
Our Day: Monday-Thursday
8:15-8:30 Morning Meeting in Tribes
8:30-9:30 Math Classes
9:30-10:30 English with Brenda, Science with Dan or World Geography with Maya.
10:30-11:00 Break
11:00-12:00 English with Brenda, Science with Dan or World Geography with Maya.
12:00 Break and Lunch. Everyone sits down to eat together.
1:00-2:00 English with Brenda, Science with Dan or HS Spanish with Alyse.
2:00-3:00 Community Service
2:50 -3:00 Job time - clean up of the school.
8:15-8:30 Morning Meeting in Tribes
8:30-9:30 Math Classes
9:30-10:30 English with Brenda, Science with Dan or World Geography with Maya.
10:30-11:00 Break
11:00-12:00 English with Brenda, Science with Dan or World Geography with Maya.
12:00 Break and Lunch. Everyone sits down to eat together.
1:00-2:00 English with Brenda, Science with Dan or HS Spanish with Alyse.
2:00-3:00 Community Service
2:50 -3:00 Job time - clean up of the school.
3:00-4:00 Homework Club
3:00-4:30 HS Art Class T,Th
Our Day: Friday
On Fridays middle school students take visual arts, theater, and cooking that support and enhance their study of World Geography.
9:00-10:25 Session 1
10:25-10:35 Break
On Fridays middle school students take visual arts, theater, and cooking that support and enhance their study of World Geography.
9:00-10:25 Session 1
10:25-10:35 Break
10:35-12:00 Session 2
12:00 No afternoon classes, daycare is available until 3:00 p.m. for $3.00 an hour
English
We use both the writer’s workshop model and direct instruction on specific types of writing in our English program. In the writer’s workshop, students are introduced to skills and grammar in mini-lessons at the beginning of the class. The majority of the class period is spent with students writing, conferencing, revising, editing and publishing their work. Class ends with author’s chair, where students have a chance to share their work with each other.
12:00 No afternoon classes, daycare is available until 3:00 p.m. for $3.00 an hour
English
We use both the writer’s workshop model and direct instruction on specific types of writing in our English program. In the writer’s workshop, students are introduced to skills and grammar in mini-lessons at the beginning of the class. The majority of the class period is spent with students writing, conferencing, revising, editing and publishing their work. Class ends with author’s chair, where students have a chance to share their work with each other.
Many of the lessons that students need are done in mini-lesson format, however there are some things that students do as a whole group. Brenda uses direct instruction for introducing a new type of writing such as a research paper or literary response. We also use the Early Assessment Program for our high school students. This program was jointly designed by college and high school teachers to make sure that students entering the UC systems have the skills necessary to be successful in a college English class.
Seeing, reading and performing plays is a big part of what we do in English. In the fall we study several plays and then see them in Ashland. The middle school students do a lot of reader's theater as part of our reading program; and both high school and middle school produce a play in the spring.
Science
Science at Laurel Tree is a hands-on, project-based curriculum that provides each student with the skills they need to be a proficient science student. The courses focus on building a foundation of the scientific method, research skills, technical observations, analysis and critical thinking. Dan combines projects, lecture, and lab with direct instruction on note taking and scientific writing. We rotate through the junior high courses in earth, physical and life sciences once every three years, and the required high school courses of Biology, Chemistry and Physics are also taught on a rotating basis and have been approved for the California State University System’s A-G list. Approval on the A-G list means that the UC and CSU systems recognize these courses as college preparatory.
Science at Laurel Tree is a hands-on, project-based curriculum that provides each student with the skills they need to be a proficient science student. The courses focus on building a foundation of the scientific method, research skills, technical observations, analysis and critical thinking. Dan combines projects, lecture, and lab with direct instruction on note taking and scientific writing. We rotate through the junior high courses in earth, physical and life sciences once every three years, and the required high school courses of Biology, Chemistry and Physics are also taught on a rotating basis and have been approved for the California State University System’s A-G list. Approval on the A-G list means that the UC and CSU systems recognize these courses as college preparatory.
Social Studies
We follow the state standards on a rotating basis for Social Studies. Instead of having multiple units going for multiple grades, we choose one for the year. We cycle through these units so that over a four or five-year period a student has done them all. Usually we do this around a project that involves travel. For example, the last time we studied U.S. Government we wrote our own constitution, traveled to Washington D.C. and lobbied our representatives to sign The Landmine Treaty. We traveled to Mexico the last two times we studied ancient civilizations to see our own North American ancient civilization, the Mayans; and we usually make our own costumes and go to the Renaissance Faire when we study that era. In 2003 we combined Social Studies and Science to look at the cultural and ecological issues surrounding the sea turtles of Baja. We traveled there in May to work at a turtle camp after having studied the issue in science class and researched and written about it in English.
We follow the state standards on a rotating basis for Social Studies. Instead of having multiple units going for multiple grades, we choose one for the year. We cycle through these units so that over a four or five-year period a student has done them all. Usually we do this around a project that involves travel. For example, the last time we studied U.S. Government we wrote our own constitution, traveled to Washington D.C. and lobbied our representatives to sign The Landmine Treaty. We traveled to Mexico the last two times we studied ancient civilizations to see our own North American ancient civilization, the Mayans; and we usually make our own costumes and go to the Renaissance Faire when we study that era. In 2003 we combined Social Studies and Science to look at the cultural and ecological issues surrounding the sea turtles of Baja. We traveled there in May to work at a turtle camp after having studied the issue in science class and researched and written about it in English.
Math
We use College Preparatory Mathematics to teach our pre-algebra, Algebra 1 and Geometry courses. The entire staff has been trained in CPM so that we can provide a consistent program for our high school students. We prepare our students to take Algebra 2 at the college through concurrent enrollment, or provide a small group tutor. There is a free math lab after school for all math students. Each year our math classes are created around the needs of our students. We expect that all our students will complete Algebra 1, Algebra 2 and Geometry in preparation for college. Students may take these classes as they are ready to do so; it is not dependent upon their grade level.
We use College Preparatory Mathematics to teach our pre-algebra, Algebra 1 and Geometry courses. The entire staff has been trained in CPM so that we can provide a consistent program for our high school students. We prepare our students to take Algebra 2 at the college through concurrent enrollment, or provide a small group tutor. There is a free math lab after school for all math students. Each year our math classes are created around the needs of our students. We expect that all our students will complete Algebra 1, Algebra 2 and Geometry in preparation for college. Students may take these classes as they are ready to do so; it is not dependent upon their grade level.
Lunch Program
The older students cook simple, nutritious, vegetarian meals four days a week for our lunch program. The whole school sits down to eat together in cross age tribes. Each week a different group of four or five older students meets with Reka to plan and cook the meals. Afterwards, they use a rubric to assess the food safety, nutritional quality, and the teamwork skills that went into preparing the meal. The lunches are $3.00 a day. Paying half is always an option if families need to.
The older students cook simple, nutritious, vegetarian meals four days a week for our lunch program. The whole school sits down to eat together in cross age tribes. Each week a different group of four or five older students meets with Reka to plan and cook the meals. Afterwards, they use a rubric to assess the food safety, nutritional quality, and the teamwork skills that went into preparing the meal. The lunches are $3.00 a day. Paying half is always an option if families need to.
Projects
These are long-term, ongoing projects that incorporate academics in a hands-on way. Some projects are only open to small groups of students. Some are whole school projects. These projects may be teacher led or student led. In the past projects have included habitat restoration at the Bayside Grange and Jacoby Creek, building our greenhouse, planning and planting the courtyard, directing a play, teaching a dance class, gardening projects, and building playground equipment. Currently we have five student projects that are woven into our day and our community.
These are long-term, ongoing projects that incorporate academics in a hands-on way. Some projects are only open to small groups of students. Some are whole school projects. These projects may be teacher led or student led. In the past projects have included habitat restoration at the Bayside Grange and Jacoby Creek, building our greenhouse, planning and planting the courtyard, directing a play, teaching a dance class, gardening projects, and building playground equipment. Currently we have five student projects that are woven into our day and our community.
Food Program. Students learn safe food handling practices, nutrition, teamwork and cooking skills while they provide hot lunch for the entire school. Each tribe has kitchen duty once every seven weeks.
Gardening. Students plant, tend and harvest the school’s garden. They work in the greenhouse, maintain our habitat restoration project and our school grounds. Each tribe works in the garden once every seven weeks.
Gardening. Students plant, tend and harvest the school’s garden. They work in the greenhouse, maintain our habitat restoration project and our school grounds. Each tribe works in the garden once every seven weeks.
Economics. Students apply for “jobs” at the beginning of the year. These jobs earn them a monthly paycheck. With the money they earn they can rent a seat in the classroom and a space to store their school supplies in. Students can purchase their seat for three times the amount of the rent, becoming a homeowner or a landlord. Disposable income can be spent on “investments” and the monthly auctions. This project allows students to learn basic economic concepts and personal responsibility.
Community Service. Students identify needs in the larger community and participate in helping meet those needs with their tribe.
Community Service. Students identify needs in the larger community and participate in helping meet those needs with their tribe.
Daycare Project. All students in the 5th-12th grade program participate in learning child development, peer mediation and safety. Each tribe runs the daycare for one week every seven weeks. This program has developed strong bonds between our younger and older students, and has provided leadership opportunities for many of our students.
All of these projects combine academic skills (data collection, public speaking, writing, measurement, computer work, and research) with hands-on application and teamwork skills. We encourage our students to take on leadership roles and to be responsible for themselves and to their group.
Drama
We produce a Shakespearean Comedy each spring as part of the culmination of our middle school English class. We perform for several nights on the stage of a local theater. Our high school class produces a modern play with our fabulous director, Jabari Morgan. In addition to producing and performing a play, we also take our students to see live theater both locally and at the Oregon Shakespeare Festival. Last year our high school students performed Long Bridge Over Deep Water and Don't Fear the Reaper, our Junior High group performed Much Ado About Nothing by William Shakespeare, and our K-4 group starred in Moving West.
We produce a Shakespearean Comedy each spring as part of the culmination of our middle school English class. We perform for several nights on the stage of a local theater. Our high school class produces a modern play with our fabulous director, Jabari Morgan. In addition to producing and performing a play, we also take our students to see live theater both locally and at the Oregon Shakespeare Festival. Last year our high school students performed Long Bridge Over Deep Water and Don't Fear the Reaper, our Junior High group performed Much Ado About Nothing by William Shakespeare, and our K-4 group starred in Moving West.
Languages
This year our high school language students are taking Spanish 1. Students who are taking a second year language will either be concurrently enrolled at College of the Redwoods or Humboldt State University, or will take it through independent study.
Grades and Assessments
We use different types of assessment to help us know how your student is doing, where they need more help, and where they need more challenging. We use rubrics (many of them student generated), portfolios, teacher observations, performance assessments and tests. These are all valuable tools that help teachers and students assess the learning and plan the next steps. We give letter grades based on these different assessments.
Snapgrades is our on-line grading system. It gives you access to your student's grades, assignments and teacher comments. Report cards are given twice a year. Parents should call or e-mail if they are concerned or have questions about grades or assignments. Conferences are on an as-needed basis. Sometimes it’s helpful to have a regularly scheduled conference once a month if a student needs help getting back on track.
High school students are required to complete 80% of their work in all classes with a “C” or better. An academic probation will result if that minimum requirement is not being met. Students on academic probation can be required to stay after school for homework lab. Three academic probations in a class can result in the student being dropped from the class. Two dropped classes can result in the student being dropped from the program.
We use different types of assessment to help us know how your student is doing, where they need more help, and where they need more challenging. We use rubrics (many of them student generated), portfolios, teacher observations, performance assessments and tests. These are all valuable tools that help teachers and students assess the learning and plan the next steps. We give letter grades based on these different assessments.
Snapgrades is our on-line grading system. It gives you access to your student's grades, assignments and teacher comments. Report cards are given twice a year. Parents should call or e-mail if they are concerned or have questions about grades or assignments. Conferences are on an as-needed basis. Sometimes it’s helpful to have a regularly scheduled conference once a month if a student needs help getting back on track.
High school students are required to complete 80% of their work in all classes with a “C” or better. An academic probation will result if that minimum requirement is not being met. Students on academic probation can be required to stay after school for homework lab. Three academic probations in a class can result in the student being dropped from the class. Two dropped classes can result in the student being dropped from the program.
