Polaris Expeditionary Learning School
Kindergarten
Mission: Developing 21st century learners through rigorous academic course work, high quality adventure experiences, character development, and leadership opportunities.
Demographic Characteristics
Poudre School District 2014-2015
Asian 3% Black 1% Hispanic 17% White 74% ----------------------------------------------------------- FRL 32% ELL 7% Gifted & Talented 11% IEP 7% |
Polaris Expeditionary Learning School 2014-2015
Other 7.1% Black .3% Hispanic 7.5% White 85.1% ----------------------------------------------------------- FRL 36% ELL 0% Gifted & Talented 15% Special Education 3% |
Demographic statistics found at http://www.schoolview.org/dish/schooldashboard.asp
Culture & Community Context
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Support Structure
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Polaris Expeditionary Learning School is a K-12 public school that follows the Expeditionary Learning model, and has 10 principles and 5 core practices. The school is 100% school of choice and caps classes at 18 students, making the relationship between teacher and student stronger. Using the expeditionary model students are given the tools to explore their passions through various hands on learning experiences.
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The small school community does not have as many resources as larger schools but the close knit community gives students an chance to form tighter bonds. The school has a school health technician, and an on staff paraprofessional. Polaris also has monthly PTO nights, and offer parents the opportunity to participate on field work days through the Parent Action Crew. The school's promotion of field work and hands on experience also expands students' network of support.
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Classroom Environment & Students
The Polaris Kindergarten classroom is open but has sections for specific tasks like reading, group work, and a play area. The sink is located in a corner of the room near the play and are area. It is surrounded by a white board, art materials, homework storage areas, and a play kitchenette. Near this section is also an exploration table, where the class has various class pets they can observe for learning purposes. There is a garter snake name Ninja Lucy and two Praying Mantis, one of which is pregnant. This table also has various nature findings like a piece of a bee hive, a dead Katydid and butterfly, as well as clippings from different trees the class is currently studying. Nature and exploration is also brought into the classroom through posters, field work, and projects that follow the Expeditionary Learning Model.
Like stated earlier, classes are capped at 18 students. Kindergartners are assigned to a color group which dictates where they sit in the classroom, as well of rotation of various classroom tasks and procedures. The class has 9 girls and 9 boys all at various cognitive levels.
Like stated earlier, classes are capped at 18 students. Kindergartners are assigned to a color group which dictates where they sit in the classroom, as well of rotation of various classroom tasks and procedures. The class has 9 girls and 9 boys all at various cognitive levels.
Red Group:
Student A is extremely devoted and is between the preschmatic and schematic stage according to Lowenfield. She works very hard at planning her artworks an spends time on background detail along with details within each object represented. Student B also begins to move into the schematic stage. She is very knowleagable about art due to her father being an art teacher. Her ability to identify processes and art terms has helped motivate the students at her table. Student C began the semester by being shy and reserved. He showed his inner critic a lot through feeling tentative about creating work. After the first couple of lessons he began to flourish and has now shown signs of exploration in his artwork. Student D is a very active and kinesthetic learner. He has shown a pattern of quickly finishing work and getting more involved with drawing various scenes with cowboys or astronauts. Student E has missed a couple of lessons. He is smaller for his age and is reserved. He has mostly explored one theme throughout the class, trees. It is uncertain if this is due to his name being a type of tree or the class' exploration of tree parts. |
Blue Group:
Student A is outgoing and participates in class discussion. Her work is also in the schematic stage which she has transferred into 3d art making. In clay she created various birds nest to commemorate her parakeet. Student B is shy and dependent on his teachers. He struggles with completing work due to not liking his own work. This has made it hard for him to participate in other parts of the lesson. Student C is in the pre schematic stage but is active in the classroom and art making. He tends to work at a smaller scale which shows fine motor skills other students do not have. Student D loves to participate and answer questions. She is has shown leadership skills and likes to talk about her art. She creates work about herself and her family. Student E is active and likes to participate. This student struggles with deciding on one idea and is inspired by people around her. Though her art begins to move towards the schematic stage she struggles with the originator instinct. |
Orange Group:
Student A this student like many of his classmates is outgoing and loves talking with his group. Though this may cause disruptions at time he mostly enjoys conversation while he works. He mostly enjoys representing his belongings through his art and likes animating them through noises and actions. Student B is in the later stage of pre schematic. She still has not created works with a lot of detail within but has a clear idea of body parts and attributes. She has shown interest in depicting pets and animals she has seen. Student C can be more reserved but still participates in class. She is a student that has also focused on one idea or theme throughout the class, flowers. She gets so excited talking about flowers and how beautiful they are. Student D is also in the pre-schematic stage and does not enjoy talking about his artwork. He mostly works quietly and completes the project, |
Green Group:
Student A also shows sign of being a strong leader. She likes to dominate conversation and loves participating. Most of her artwork is in the pre-schematic stage, adding mostly detail to the background instead of the person she is drawing. She has done multiple self portraits in various locations. Student B is reserved but likes to explore art materials. Though he does not talk a lot about his art he enjoys mixing colors and materials. Student C focuses on drawings animals or depicting them in various mediums. Though he completes the artwork he does not like to explain his process or what he has made. Student D is highly influenced by the various activities she participates in. During the last project she drew herself with cartoon characters from her favorite movie. She is the Pre-schematic stage but brings her characters to life through storytelling. |
School Policies
Polaris Expeditionary Learning School has a Site Based Management Plan (SBMP) that highlights missions for the various grade levels, along with responsibilities for students, parents, and staff. The mission for K-5 is, "We the staff, students and parents for The Lab School for Creative Learning support a responsible and accountable community that provides a caring, nurturing and respect environment that encourages creativity, communication, collaboration and critical thinking." The plan also highlights the 10 principles of design for the school with definitions for each principle. The SBMP also shows how decisions are made at the school according to area and dictating the persons responsible. Some of these decisions include discipline policies, RTI identification, and testing. The Site Based Management Plan can be found at https://pol.psdschools.org/webfm/37 .