Adolescence is a time when social emotional learning and a focus on identity is critically important. At Spectrum, students are encouraged to become independent learners, taking on even more personalized projects. Such projects may include connecting with outside experts, developing mentor relationships, and creating evidence through digital media. Students learn the 21st century skills needed to be engaged in high school, the workforce, and beyond. What is most unique is this model gives students the opportunity to take creative risks without fear of failure. Teachers work closely with each student to support and nurture their passions, while creating appropriate academic rigor meant for that child’s developmental needs. Teachers and parents collaborate through in person, email, and text conversations to attend to the whole child. Often you may find students on personalized field trips, including time at Rockford University. Finally, as part of our philosophy of progressive education, Upper School students identify ways to make an impact on their community and are expected to show evidence of creating a positive impact in our school community and beyond.
Description
What to Expect
Students are becoming independent thinkers and learners
They are striving to be responsible and self-directed
Curiosity is encouraged. Students have more choice in what is studied, as well as how projects will be created and assessed
Students are encouraged to ask questions in order to develop deeper understanding
Students are developing more sophisticated problem solving strategies
Common core standards are incorporated within the curriculum
Upper School students continue to work on developing as a whole child (resolving social conflicts, the arts, etc)
High school readiness with exposure to a wide range of content
21st century literacy skills
Daily technology integration including video editing, blogging, and Google Drive
Problem Solving and Problem Based Learning
Psychosocial education for students and parents
Personal, meaningful relationships with all students and parents
Inside the Classroom
Supply List & Resources
Resources
www.highscope.org This site explains our plan-do-review process, how children learn through active learning, and how adults support children in their experiences. You will also find the KDI’s (Key Developmental Indicators) listed.
www.hwtears.com How we support students in fine motor development and pre-handwriting
Supply List
Full-time students are asked to have:
- 6 – post its (any size, shape, or color)
- 2 containers antibacterial wipes
- Highlighter
- Markers
- 20 – pencils (mechanical or traditional)
- Colored pencils
- 2 – Kleenex boxes
- 1 roll of paper towels
- 1 roll of scotch tape
- Ruler (with both inches and centimeters)
- 4 Pocket folders: red, yellow, blue, green
- 10 – glue sticks
- Scissors
- Art supply holder (bin, caddy, pencil box, zip lock bag)
- Outdoor shoes (comfortable shoes for walking that can get dirty)
- Students may bring in items to personalize their work environment: contact paper, desk blotter, fidgets, framed photos, etc. NO STICKERS, please!
Hybrid students (part-time enrollment) are asked to have:
- 3 – post its (any size, shape, or color)
- 1 containers antibacterial wipes
- Highlighter
- Markers
- 10 – pencils (mechanical or traditional)
- Colored pencils
- 1 – Kleenex boxes
- Ruler (with both inches and centimeters)
- Pocket folder
- Assignment notebook (weekly view)
- 6×9 stenographers spiral notebook
- 3 – glue sticks
- Scissors
- Art supply holder (bin, caddy, pencil box, zip lock bag)
- Outdoor shoes (comfortable shoes for walking that can get dirty)
- Students may bring in items to personalize their work environment: contact paper, desk blotter, fidgets, framed photos, etc. NO STICKERS, please!
