EdVisions Schools Design Essentials

EDVISIONS SCHOOLS
DESIGN ESSENTIALS CHECKLIST

Small Learning Community: How do we connect with young people in a democratic learning community?

Small learning communities of 150 students (see video)
Highly personalized setting; every student treated as an individual – No Child Left Unknown (see video)
Positive, caring relationships; respect and responsibility modeled and practiced (Adults discuss/Students discuss)
Multiage fulltime advisories in place; advisors fully responsible for no more than 20 students (see video)
Mentoring available to all students (see video)
Restorative justice practiced (see video)
Parents and community at large actively engage with students to support learning (see video)
Democratic student government supports active engagement in decision making process (see video)
Students experience value of citizenship as they contribute to greater community (see video)

Self-directed Project-based Learning: How do we facilitate the work of youth as self-directed producers and learners?

Self-directed, project-based learning primary focus; driven by constructivist pedagogy (Adults discuss/Students discuss)
Personalized Learning Plan (PLP) for all students emphasizing student needs and interests (see video)
Personalized work space for each student with Internet access (see video)
Technology-infused environment; technology used as tool
Individual/group projects complemented by multiple teaching and learning approaches based on student needs and interests (see video)
Achievement demonstrated publicly; highest work place standards are quality goal (see video)
All students prepared for post-secondary education, workplace, and active citizenship (see video)
All students and staff engage in quiet reading every day (see video)

Authentic Assessment: How do we know that we are achieving our intended results?

Plan for how projects will be assessed by more than one adult, with opportunities for students to improve products to meet quality standards (see video)
Demonstrated achievement, with plan for public presentations including community involvement (see video)
Electronic standards tracking/reporting system and electronic student portfolios (see video)
Standardized testing; results inform Personalized Learning Plans (PLPs) and continuous improvement (see video)
Value-added measures including assessment of life skills and results from Hope Study enhance PLPs and continuous improvement (see video)
Post-secondary plans for all students beginning at ninth grade (see video)
Graduation includes standards met as well as project credits, life skills gained, and a senior project (see video)

Teacher-Ownership/Democratic Governance: How do we engage “Teachers as Owners” of a democratic learning community?

Autonomous school management with control over budget and staffing; individual responsibility and accountability for school finance and educational success (see video)
Teachers model ownership and demonstrate democratic leadership; inspire students, parents and community to take ownership and actively engage in decision making; incorporate consensus model (see video)
Teacher evaluations by peers, students, and parents; performance-based pay, at-will employment (if applicable) (see video)
Evaluations inform individual Professional Development Plans; focus on self and school improvement (see video)
Coaching/mentoring plan for incorporation of new members and continuous improvement (see video)