Alternative+school+model

The WMEC Community School honors the phrase, “one student at a time”, creating a learning environment that allows each student the opportunity to reach his or her personal best. The school seeks to engage its students with relevant educational activities that blur the lines between the classroom and community. Because the community provides a laboratory with a vast array of learning experiences, an emphasis is placed on learning through internships and work experiences. As fundamental tenets, the school seeks first to teach students how to learn, using student aptitude, interest and input to create project based learning experiences that demonstrate that a student has met the Learning Results of the State of Maine. Using a fundamental approach to basic [|Literacy skills], WMECCS provides personalized learning experiences based upon student interest and flexible methods for demonstrating knowledge acquisition. To enable each student to reach his/her personal best, the school provides flexible time lines and varied supports when and if necessary.
 * Rural Alternative **** School Model, Curriculum and Instruction ** (prepared for a WMEC work group, January 2007. JM)

Guiding Principles
1. Academic work is devised by teachers in conjunction with students, honoring the principle of learner choice, design and revision. Therefore, imagination and creativity are actively encouraged during the completion of learning activities 2. Academic work is characterized by active learning that engages students on a daily basis- connections between classroom work to that of the surrounding community and the world beyond are sought for every relevant area. To meet that expectation, a variety of teacher sources are used including community mentors, work or apprentice supervisors, peer teaching, small group and large group work. 3. The learning standards have true academic integrity and the expectations related to the academic work that teachers and learners do together are clear. Therefore, the work teachers and learners do together includes rigorous, ongoing assessment and evaluation. 4. New learning activities build naturally from prior experiences, incorporating the lessons learned previously with the building of new skills during the next project experience. Because there is an audience beyond the teacher for learner work, students will demonstrate their knowledge acquisition and skill development in a variety of settings. 5. To develop the essential habits of work as well as those that form the basis for an involved citizen, student and teacher reflection shall be an ongoing approach to evaluating the learning process and [|character development] of each student. 6. Parents, guardians, family, and community members are an integral part of the students' support structure. They can be seen at school presentations, on school committees, as audience and as participants, in good times and in bad. Reflecting this, the environment of the school is "family friendly."

=== “At WMEC, we //make things// to show what we learn. Sometimes we do performances, or publish our writing. We work in real places, not just at school. Sometimes we have to take a regular class with a regular test, but mostly, we learn by doing our work.” === Courses run on a semester system, with interim reports at the quarter. A Course consists of a __body of knowledge and skill__, to be mastered at a given level of proficiency. A course has a __time frame__, and __grades__. You have to pass it. The time frame supports students who are transferring in out, so their transcript is comprehensible to other schools. A //Class// is the chosen method to pass the course. Classes can vary considerably, and can include independent work. At WMEC, there could be as many classes as there are student learning plans, since students have direct involvement in designing their learning plans for the course. In a typical secondary school, course requirements are met by attending formal classes with a large group on a fixed schedule. At WMEC, a student works with his/her home teacher and the subject staff to create an individualized class experience that fits with his/her educational plan. This may include working off campus, doing independent reading and research and meeting periodically one-one with the certified teacher, taking an on-line class, enrolling in a typical classroom schedule, working with a small group on a project, or a combination of these. Structure is maintained in several ways: WMEC school is founded on the belief that students must be actively engaged in their learning. At the core of the curriculum is the //Internship// program, which helps students find opportunities to learn in real-world settings. We pair students with adult mentors in the community who share their career interests and passions. Students intern at these work sites and take on projects that benefit each organization. Back at school, students work with their home teachers to build and reinforce the skills and knowledge needed to complete those projects. Unlike traditional internships which train students for specific jobs, the purpose of this program is to allow students to apply their academic knowledge to meet the standards of the Learning Results. At WMEC, Internships are an option for all students. WMEC operates most regular classes on a Monday, Wednesday, Friday schedule. Tuesday and Thursday are flex days for internships, student presentations, special events, service learning, extended office hours, and a variety of less formal activities. Literacy skills are central to the curriculum for all students. They are continually taught, assessed and refined through practice. For instance, students at WMEC have the opportunity to work independently on projects which show they have mastered the content standards. Teachers always ensure that such projects have a //presentation component//, where new knowledge must be communicated at a sophisticated level to a //real audience//. These presentation activities (speeches, lectures, publications, performances, demonstrations, etc.) are a regular feature of life at WMEC. All students participate. Literacy instruction includes [|universal elements] such as inquiry, reading, writing, listening and speaking, with a wide variety of specific strategies to improve those skills. Students are explicitly taught how to //improve their thinking// as they engage with information in each discipline. This focus includes the //new literacies// of networked information environments (sometimes referred to as “technology literacy.” Students in every subject will be taught how to choose appropriate technology, use it responsibly to obtain information, evaluate sources, communicate, solve problems, manage and combine information to create new knowledge, and improve their learning in all areas. While each subject is taught by a highly qualified teacher in the discipline, //all// staff members are experts on instruction using these literacy skills and strategies.
 * Courses**
 * Classes**
 * A strong relationship with the home teacher, who becomes a significant adult in the life of the student and has a close understanding of the student’s needs, progress, etc.
 * A focus on literacy and character. There are certain skills and attributes which all students are working on as the core of their education. All staff have a primary focus on these same skills. Subjects are not taught in isolation from them. (See Literacy, and Character, below.)
 * Frequent assessment of learning. Monitoring student progress, and making adjustments, is an integral function of each class, and of the advising process.
 * Web-based component to every course (all students share a web location with teachers, and use the platform to communicate, present material, respond to queries, etc.)
 * Internships**
 * Calendar**
 * Literacy**

· The //Habits of Work// checklist assesses how each student interacts with others, approaches learning challenges and participates in group activities. · Habits of Work are assessed in each class, each marking period, using the same grading scale. · There is a HOW Honor Roll for students who earn a B or higher HOW grade in every class. · The checklist below defines quality Habits of Work. Teachers may provide additional criteria to define what a particular HOW quality looks like in their courses. Guiding Principal: A collaborative and quality worker consistently… 1. Encourages and shares, making sure people feel safe and comfortable. 2. Works actively and cooperatively with others to achieve group goals. 3. Performs a variety of roles within a group. 4. Uses time effectively and responsibly. 5. Meets deadlines and established criteria.
 * Character**
 * Habits of Work (HOW) Grades**
 * Universal Habits of Work (HOW) Rubric**

Guiding Principal: An involved citizen consistently… 1. Promotes positive change. 2. Contributes positively to the class. 3. Behaves ethically and treats others with respect. 4. Accepts responsibility for personal decisions and actions. 5. Demonstrates stewardship in class, in school and in the community.

Guiding Principal: A self-directed and life-long learner consistently… 1. Perseveres when things are hard. 2. Learns from failure, shortcomings and feedback. 3. Is willing to try new things. 4. Uses appropriate resources to solve problems. 5. Prepares adequately for class.

The [|character elements] above are __central__ to student work at WMEC. They are graded in all subjects, incorporated into advising and guidance, and are an explicit part of the discipline system. They are also a necessary pre-condition for the personal freedoms students can attain at WMEC. This is a place with second chances, opportunities to fail and recover, and more than the usual amount of personal attention and assistance. However, success at WMEC (diploma) cannot be achieved unless a student eventually understands and applies these essential elements of character. WMEC gives credit only for demonstrated knowledge and skill in a content area, regardless of time spent in a class. Teachers assign letter grades for student work, according to a standard. (See Learning Standards, below.) A, B, C, and “I” are used with all tasks or projects that have major weight in grading. A. Meets the standard with distinction (Excellent work.) B. Meets the standard (Good work.) C. Partially meets the standard (Work needs to be improved. Not good enough to pass for the standard, but may be combined with higher scores for a passing grade in a course.) I. Incomplete (Insufficient evidence for a grade.) Teachers may assign incremental grades (+ or –) at their discretion, but must have consistent evidence for that distinction. Each level (A+, A, A-, B+, B, B-,C+, C, C-, N/M) has a numerical equivalent for calculation purposes. There is __not__ a 100 point scale. GPA and transcripts are calculated using a standard four point scoring system familiar to colleges and the public. (For instance, a combination of Bs and As could result in a 3.5 GPA.) In exceptional circumstances, an “Incomplete” grade may be entered for a **course** (e.g.; in the event of an extended, excused absence). In this circumstance, an __Incomplete Contract__ will be developed that details the standards and assessments still to be completed and a time line for completion.
 * Grades:**

Meeting the Standards in a course is a significant accomplishment. All students who meet the standards in all of their classes by the final day of the semester will: 1) Be recognized for achieving Honor Roll 2) Have a GPA of at least 3.0
 * Honor Roll**

Doing work that consistently Exceeds the Standards is an exceptional achievement. It often requires completing not just more work, but different, more sophisticated and rigorous work. Students who complete the semester with an overall grade of 3.75 or higher will be said to have completed the semester “With Honors” in that course. This will be designated on their transcripts with an “H.” Teachers are required to show clearly how to earn an Honors designation.
 * With Honors**

Students with a GPA of 3.75 or higher for a semester achieve the High Honor Roll.
 * High Honors **

__**Student Summary:** “At WMEC, we make things to show what we learn. Sometimes we do performances, or publish our writing. We work in real places, not just at school. Sometimes we have to take a regular class with a regular test, but mostly, we learn by doing our work. We always have to be able to explain what we are doing. We have to do a journal, and we take pictures and videos. We can’t say we’ve done something unless we have the proof, and it’s real important to be able to show others about it, and explain it clearly. We have to be able to talk to a group of people, and use examples, and explanations. Our final exam is usually doing something like that, and it’s pretty complicated and detailed. It’s not easy work. The school mostly does not have classrooms. It’s more like studios, with equipment, and space to do your work. We leave school alot to do things out in the town or somewhere else. The school helps plug us into internships where we can learn and get experience. We do have grades here, and it is a hard school on grades! We have a report card that looks like a regular report card, with grades for courses in all the subjects each year. A WMEC diploma can get you into the same colleges. It isn’t easy to get, though. They really don’t let you slack off. Work habits are important to all the teachers, and they are on the report card. Getting in trouble is part of the report card. If you are a jerk and you lose character points, you have to earn them back. They especially don’t put up with immature behavior or disrespect. If you do that, they are on you quick. If you’re not mature and respectful when you get here, you will be soon, if you want to pass.”

This school is a "family show." We've gotten over nose rings, and there is no "hat rule." The last thing we want to waste our time on is student dress. Bare skin, Raunchy language on T-shirts, promotion of substance abuse, etc. are not appropriate for a "family show." Administrators and faculty will make the call. We keep nice long Tshirts available for you to borrow if your clothing is dissed by staff. It's like real life, you can challenge the decision, but not right then.
 * Curriculum Standards at WMEC are based on the 2007 Draft Maine Learning Results: **__
 * ** CAREER AND EDUCATION DEVELOPMENT STANDARDS ** ||
 * A. Learning About Self-Knowledge and Interpersonal Relationships ||
 * || q || 1. Self-Knowledge and Self-Concept ||
 * || q || 2. Beliefs and Behaviors that Lead to Success ||
 * || q || 3. Interpersonal Skills ||
 * || q || 4. Career and Life Roles ||
 * B. Learning About and Exploring Education, Career, and Life Roles ||
 * || q || 1. Relationships among Learning, Work, the Community, and the Global Economy ||
 * || q || 2. Skills for Individual/Personal Success in the 21st Century ||
 * || q || 3. Education and Career Information ||
 * C. Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Life Contributions ||
 * || q || 1. The Career and Life Planning Process ||
 * || q || 2. Decision Making ||
 * || q || 3. Influences on Decision Making ||
 * || q || 4. Societal Needs and Changes that Influence Workplace Success ||
 * ** ENGLISH LANGUAGE ARTS STANDARDS ** ||
 * A. Reading || || ||
 * || q || 1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, and Fluency ||
 * || q || 2. Literary Texts ||
 * || q || 3. Informational Texts ||
 * || q || 4. Persuasive Texts ||
 * B. Writing || || ||
 * || q || 1. Interconnected Elements ||
 * || q || 2. Narrative ||
 * || q || 3. Argument/Analysis Expository ||
 * || q || 4. Persuasive Expository ||
 * || q || 5. Practical Application ||
 * C. Research || || ||
 * || q || 1. Research ||
 * D. Language || || ||
 * || q || 1. Grammar and Usage ||
 * || q || 2. Mechanics ||
 * E. Listening and Speaking ||
 * || q || 1. Listening ||
 * || q || 2. Speaking ||
 * F. Media || || ||
 * || q || 1. Analysis of Media ||
 * ** HEALTH EDUCATION AND PHYSICAL EDUCATION STANDARDS ** ||
 * A. Health Concepts || ||
 * || q || 1. Healthy Behaviors and Personal Health ||
 * || q || 2. Dimensions of Health ||
 * || q || 3. Diseases/Other Health Problems ||
 * || q || 4. Environment and Personal Health ||
 * || q || 5. Growth and Development ||
 * || q || 6. Basic Health Concepts ||
 * B. Health Information, Services and Products ||
 * || q || 1. Validity of Resources ||
 * || q || 2. Locating Health Resources ||
 * C. Health Promotion and Risk Reduction ||
 * || q || 1. Healthy Practices and Behaviors ||
 * || q || 2. Avoiding/Reducing Health Risks ||
 * || q || 3. Self-Management ||
 * D. Influences on Health ||
 * || q || 1. Influences On Health Practices/Behaviors ||
 * || q || 2. Technology and Health ||
 * || q || 3. Compound Effect Of Risky Behavior ||
 * E. Communication and Advocacy Skills ||
 * || q || 1. Interpersonal Communication Skills ||
 * || q || 2. Advocacy Skills ||
 * F. Decision Making and Goal Setting Skills ||
 * || q || 1. Decision Making ||
 * || q || 2. Goal Setting ||
 * || q || 3. Long Term Health Plan ||
 * G. Movement/Motor Skills and Knowledge ||
 * || q || 1. Stability and Force ||
 * || q || 2. Movement Skills ||
 * || q || 3. Skill-Related Fitness ||
 * || q || 4. Practice for Skill Improvement ||
 * H. Physical Fitness Activities and Knowledge ||
 * || q || 1. Fitness Assessment ||
 * || q || 2. Fitness Plan ||
 * || q || 3. Fitness Activity ||
 * || q || 4. Physical Activity Benefits ||
 * I. Personal and Social Skills and Knowledge ||
 * || q || 1. Cooperative Skills ||
 * || q || 2. Responsible Behavior ||
 * || q || 3. Safety and Playing Rules ||
 * ** MATHEMATICS Standards ** ||
 * A. Number || || ||
 * || q || 1. Whole ||
 * || q || 2. Rational ||
 * || q || 3. Real ||
 * B. Data || || ||
 * || q || 1. Measurement and Approximation ||
 * || q || 2. Data Analysis ||
 * || q || 3. Probability ||
 * C. Geometry || || ||
 * || q || 1. Geometric Figures ||
 * || q || 2. Geometric Measurement ||
 * || q || 3. Transformations ||
 * D. Algebra || || ||
 * || q || 1. Symbols and Expressions ||
 * || q || 2. Equations and Inequalities ||
 * || q || 3. Functions and Relations ||
 * ** SCIENCE AND TECHNOLOGY STANDARDS ** ||
 * A. Unifying Themes || ||
 * || q || 1. Systems ||
 * || q || 2. Models ||
 * || q || 3. Constancy and Change ||
 * || q || 4. Scale ||
 * B. The Skills and Traits of Scientific Inquiry and Technological Design ||
 * || q || 1. Skills and Traits of Scientific Inquiry ||
 * || q || 2. Skills and Traits of Technological Design ||
 * C. The Scientific and Technological Enterprise ||
 * || q || 1. Understandings of Inquiry ||
 * || q || 2. Understandings About Science and Technology ||
 * || q || 3. Science, Technology, and Society ||
 * || q || 4. History and Nature of Science ||
 * D. The Physical Setting ||
 * || q || 1. Universe and Solar System ||
 * || q || 2. Earth ||
 * || q || 3. Matter and Energy ||
 * || q || 4. Force and Motion ||
 * E. The Living Environment ||
 * || q || 1. Biodiversity ||
 * || q || 2. Ecosystems ||
 * || q || 3. Cells ||
 * || q || 4. Heredity and Reproduction ||
 * || q || 5. Evolution ||
 * ** SOCIAL STUDIES STANDARDS ** ||
 * A. Applications of Social Studies Processes, Knowledge, and Skills ||
 * || q || 1. Researching and Developing Positions on Current Social Studies Issues ||
 * || q || 2. Making Decisions Using Social Studies Knowledge and Skills ||
 * || q || 3. Taking Action Using Social Studies Knowledge and Skills ||
 * B. Civics and Government ||
 * || q || 1. Knowledge, Concepts, Themes and Patterns of Civics/Government ||
 * || q || 2. Rights, Duties, Responsibilities, and Citizen Participation in Government ||
 * || q || 3. Individual, Cultural, International, and Global Connections in Civics and Government ||
 * C. Economics || || ||
 * || q || 1. Economic Knowledge, Concepts, Themes, and Patterns ||
 * || q || 2. Individual, Cultural, International, and Global Connections in Economics ||
 * D. Geography || || ||
 * || q || 1. Geographic Knowledge, Concepts, Themes, and Patterns ||
 * || q || 2. Individual, Cultural, International, and Global Connections in Geography ||
 * E. History || || ||
 * || q || 1. Historical Knowledge, Concepts, Themes, and Patterns ||
 * || q || 2. Individual, Cultural, International, and Global Connections in History ||
 * ** VISUAL AND PERFORMING ARTS STANDARDS ** ||
 * A. Disciplinary Literacy ||
 * || q || Dance: Terminology, Space, Time, Energy, Locomotor and Non-Locomotor Movement, Compositional Forms ||
 * || q || Music: Music Difficulty, Notation and Terminology, Observe, Listen and Describe ||
 * || q || Theater: Terminology, Production ||
 * || q || Visual Arts: Artist's Purpose, Elements of Art and Principles of Design, Media, Tools, Techniques and Processes ||
 * B. Creation, Performance, and Expression ||
 * || q || Dance: Communication, Sequencing, Solving Challenges, Technical Aspects ||
 * || q || Music: Style/Genre, Composition ||
 * || q || Theater: Movement, Character, Improvisation ||
 * || q || Visual Arts: Media Skills, Composition Skills, Making Meaning, Exhibition ||
 * C. Creative Problem Solving ||
 * || q || 1. Application of Creative Process ||
 * D. Aesthetics and Criticism ||
 * || q || 1. Aesthetics and Criticism ||
 * E. Relationships Among the Arts, History and World Culture; and ||
 * Make Connections Among the Arts and Other Disciplines, Daily Life, Goal Setting, and Interpersonal Interaction ||
 * || q || 1. The Arts and History and World Cultures ||
 * || q || 2. The Arts and Other Disciplines ||
 * || q || 3. Goal Setting ||
 * || q || 4. Impact of the Arts on Lifestyle and Career ||
 * || q || 5. Interpersonal Skills ||
 * ** WORLD LANGUAGES STANDARDS ** ||
 * A. Communication || ||
 * || q || 1. Interpersonal ||
 * || q || 2. Interpretive ||
 * || q || 3. Presentational ||
 * || q || 4. Language Comparisons ||
 * B. Cultures || || ||
 * || q || 1. Practices and Perspectives ||
 * || q || 2. Products and Perspectives ||
 * || q || 3. Comparisons with Own Culture ||
 * C. Connections || || ||
 * || q || 1. Knowledge of Other Content Areas ||
 * || q || 2. Distinctive Viewpoints ||
 * D. Communities || || ||
 * || q || 1. Communities ||
 * ** WORLD LANGUAGES STANDARDS ** ||
 * A. Communication || ||
 * || q || 1. Interpersonal ||
 * || q || 2. Interpretive ||
 * || q || 3. Presentational ||
 * || q || 4. Language Comparisons ||
 * B. Cultures || || ||
 * || q || 1. Practices and Perspectives ||
 * || q || 2. Products and Perspectives ||
 * || q || 3. Comparisons with Own Culture ||
 * C. Connections || || ||
 * || q || 1. Knowledge of Other Content Areas ||
 * || q || 2. Distinctive Viewpoints ||
 * D. Communities || || ||
 * || q || 1. Communities ||
 * || q || 1. Communities ||
 * Dress Code: **