Académique Documents
Professionnel Documents
Culture Documents
By Ryan Mathews
Spring 2015
By
Ryan Ann Mathews
Title
Public Art Investigations
Instructional Focus or Theme
Public Art
School and Location
Jefferson County Open School (JCOS)
Grade Level of Students
Grade 10-12
Cooperating Teacher
Kelly Carswell
RMCAD Supervising Faculty
Theresa Clowes
Submission Date
Spring 2015
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Table of Contents
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Introduction
Jefferson County Open School, also known as JCOS, is located in the
heart of Lakewood, CO, just south of Colfax. Besides the mainstream of traffic on
the street and the RTD Lightrail that connects a block away, the school itself is
surround by a quiet neighborhood. The Lightrail is a means of transportation for
many secondary students. JCOS has grades from Kindergarten to 12th all in one
building, totaling at about 525 students. In secondary there are about 275 students.
However, they dont have a graded class system, 7th- 9th grade is referred to as
pre-walkabout and 10th-12th grade is considered walkabout. JCOS is an
alternative curriculum system because they cater a self-directed learning system
with each individual student. It is a both ungraded and not graded system
providing students with the opportunity for self-exploration and direct career
paths.
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from. The Open school caters to each individual students potential, supporting
the development of mind and body. Through self-direction, dedication and
interests a student can learn strengths, and weaknesses. A student can also
discover life skills outside the school curriculum. JCOS is considered in
alternative education system because of the curriculum planning and set up.
Students have a choice in classes they want to take, while credits for English,
Math and Sciences are required for graduation, students can participate in special
classes, trips, and intensives (shorter than a week, class that involve culture
experience).
The Open School provides a dynamic environment that fosters the development
of the unique potential in each individual by nurturing and challenging the whole
person. There is an emphasis on self-direction, learning through experience,
shared responsibility, and the development of life long-skills.
JCOS is committed to preserving educational choices for all students and parents.
In the face of increasing standardization, our emphasis on personal, social, and
intellectual development helps to prepare students for an ever-changing world.
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Cooperating Teacher
I will be student teaching under Kelly Carswells supervision; however, I
will also be working with Jenny Long who is a high school art teacher at JCOS.
Kelly teaches Language Arts and Art for 7th -12th grade. She also has her own
advising made up of 7th -9th graders. She can leave the students alone for any
amount of time. Its a very trusting environment and the students do not take
advantage. Kelly often has meetings before and after school but doesnt have any
extra clubs or organizations. In the past she was on Leadership committee but is
not required be involved.
Kelly Carswell teaches 7th-9th grade language arts and 7th-12th grade
arts.
She has a BFA in Sculpture from CU Boulder and has a Masters in Special
Education. She has been teaching for about 15 years and has been at the Open
School for 10 years. She spent 6 years at the open school teaching Special
Education and switched to Language arts/ arts 4 years ago. Kelly really enjoys the
alternative curriculum style. Her first 5 years of teaching was spent at a very
structured and strict school. Dress codes, and standardized tests were valued there.
Kelly believes that students should express themselves through dress and freedom
of speech. She also doesnt agree with standardized test as an assessment strategy.
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Students were not allowed to kiss in the hallways or create art in expressive ways.
Kelly soon found her place at the Open School, were the environment fostered
expression and individuality.
Assessment
Assessment at JCOS is different from any other school, they dont do a graded
system. Instead students write evaluations after each class and project they
complete. In order to graduation student have to fulfill 6 passages or projects in
different areas of study. They also have required classes they have to complete,
like math and English credits. More specifically, the assessment comes down to
self-evaluation, progress and growth. Both Kelly and Jenny use authentic
assessments, in their art classes. At JCOS and in my classroom, the focus is on
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I spent eight weeks at JCOS teaching full time with Kelly. I didnt take
over her classes, instead I taught my own courses. I built up my own curriculum
and put the classes in the schedule for students to choose. I have 2 main classes,
the first is Public Art Investigations and the second is a Visual design course. My
public art class is for Walkabout, 1.5 hours, twice a week. Visual design is mixed
grade Pre-Walkabout and Walkabout for 55 minutes twice a week. In addition to
my classes I also team teach with Kelly. I assist here with curriculum in her
language arts classes as well as her art classes. Some of her classes include:
Communications, Newspaper, Russian Toast, ceramics, and Tattoo (the history
and art form). I experience a lot teaching but I was also privileged to work with
Kelly Advisory and get to know each one. I also worked with individual advisees
who need more structure and support. With 15 students in my public art class and
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nine students in my visual design class I was prepared to teach all my students
meaningful and creative art units that left them inspired to create and impact
communities as leaders of tomorrow.
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The first class of students was welcomed into the Open Living School
in Arvada in 1970. Due to overwhelming success and interest, two
additional campuses were added the following year in Edgewater
and Evergreen. In 1975 Mountain Open High School
was added to the Evergreen campus, making Evergreen a
preKindergarten through 12th grade program. Eventually, the
elementary programs were unified in Golden as Tanglewood Open
Living School, while the high school remained in Evergreen. In
1989, Tanglewood and Mountain Open were reunited as a preKindergarten through 12th grade program at the current location in
Lakewood
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Mission Statement
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COURAGE - Confidence to take healthy risks and ability to do the right thing in
the face of pressure.
PERSONAL BEST - Striving for personal excellence in personal, social, and
intellectual growth.
RESPECT - Appreciation for the value of each person in our community through
words, attitude, and actions.
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Guiding philosophy
LEARNING
To create a positive, nurturing, and
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Guiding Philosophy
COMMUNITY
To create a community where each student is known
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Guiding Philosophy
INDIVIDUAL
To instill in students the desire and knowledge to
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CURRICULUM HOW IT
WORKS OVERVIEW
Early Learning Center (typically grades 1-3) or PreWalkabout (typically grades 7-9), and the vast majority of
course offerings are multi-aged.
Students are not expected to graduate in a specified time
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CURRICULUM
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About Me
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The biggest requirement in my classroom is that students feel they can accomplish
anything. A student should never feel his or her abilities to be limited. To assure this standard, I
have to teach in way so that all students understand assignments, requirements and
expectations. Often, when the instructional process moves too quickly, students who get left
behind may lose ambition to even try the assignment; they feel defeated and automatically
limited in their abilities. Teaching at a speed at which students can comprehend the material is
vital; however, it is possible that some students may still need clarification. The instructional
process must be relevant and engaging to that age group. For example, when explaining an
assignment, I must intrigue the class by asking questions and creating demonstrations.
A community aspect will be included in my curriculum. I want students to reach outside the
confines of assignments and classwork and understand importance of the skills they are being
taught. My students will understand the power of art in a society and in a community. I want my
students to use skills of expression and creative to impact a community. Subjects such as public
art and community integrated art projects will be included in the curriculum. Students will learn
and understand aspects of collaboration and teamwork.
Secondly, students should learn that art speaks to expression; I will direct students to use
their own expressive creativity. Art can express words that cannot be spoken. It is important in
teaching an art assignment that students know and utilize creativity. Creativity from my
perspective is expressing oneself, taking colors, tools and material to execute meaning and
make something original. I aspire to teach my students to create what they feel, not just what
they see. Assignments will reflect their own creativity and expression as well as the objective
of the assignment.
Students should enjoy art and have fun while fulfilling the assignments requirements. To fulfill
this, I need to be aware of different types of learners and accommodations students might need.
My class will learn the love of art, be interested in the assignments and at the end of the year
come out of the class feeling that they have accomplished their creative goals and learned new
things.
An important aspect of being a teacher is learning from your students as well.
Lastly, an environmental education will be included within my curriculum. It is important
for a student to learn about sustainability and the environment. Studies were completed, by
Hillary Green called Shades of green, that proves that the environment enhances a students
creativity. Children should feel empowered by nature and inspired to make a difference. An
environmental education would not only focus on embracing creativity, it would also teach
students multiple purposes of art. For example, a powerful art piece serving as a protest against
pollution, can teach students about the power of art. An Environmental education can really
teach students the objective of an arts education.
I am in art education because I believe art is extremely powerful for a student and
community. My goal in art education is to teach my students another form of expression they can
always use. By teaching students creative outlooks it can help them solve all problems in creative
ways. It is important to me to teach my students everything the arts can do. It is essential for art
to be a part of a learning environment. The arts create a form of expression and perspective that
cannot be found anywhere else in school curriculum.
List of classes
Leap Language Arts (Communications) - Kellys Class that occupies two periods in a row.
This classes aims to teach 9th grade students about the significance of proper grammar, reading
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and writing skills. There were about 20 students in each class period. I assisted here in teaching
this class and grading papers.
Newspaper- Kellys class that has about 9 students and together they write a newspaper for the
school. The grade range was 7th-12th grade. I assisted in the teaching of this class and
discussion leading.
Prizewinning Lit- Kellys writing class that focuses students around global literature concepts
and traditions. Included grades 7th-12th. I assisted with this class and helped students with
projects and group discussions.
Russian Toast- A class that was jointly taught with Kelly and another teacher Tony. Students
in this class learned about Russian history, concepts and culture. This included field trips and
art projects. Included in this class were grades 7th-12th.
Tattoo You- This was one of Kellys Art classes. Here students learned and explored about
tattoo history significance and techniques. Students also learned about modern culture and
tattoos.
Public Art Investigations- This was my class built from my own curriculum and interests in
public art and the direction is going pertaining to economic value and community populations
from a global perspective as well as specific places. Grades included were 10th-12th grade.
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Visual design- This was another one of my classes built from my own curriculum design
focusing around visual design concepts, elements and principles of design, color theory,
structured critique and design projects. This class included grades 7th-12th grade and 9 students.
Ceramics- this is class Kelly and I taught together. This class consisted of hand building clay
techniques and wheel throwing pottery. This class had 30 students in it grades 7th-12th.
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Unit Overview
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Public art is a reflection of time and place. All public art installations have historical
context and mark a significant time, place and influence that has contributed to the building of a
community. Public art advocates imagination and encourages people to perceive more deeply the
environment that they occupy. This type of art form is also uniquely accessible and enables
people to experience art in the course of daily life, outside of museums. It is also unique because
it forces the viewer to be part of the installation process. In addition, the effort of creating art for
the public purpose is not individual. The artist and board members and many others collaborate
on a creative viewpoint throughout the project and so all perspectives are seen and are as
successful as possible at the end of the project. As a result of this, many community members
participate and share ownership of the work when it is done. Therefore, the artists aesthetic
contributions and creativity are placed in the public realm where a collaborative environment is
formed by those different viewpoints. Public art can also create civic icons, but art is
transformative on many different levels, transforming playgrounds, train stations, and hospitals
into vibrant expression can be very powerful in a city. Americans For the Art Public Network
Council says that by actively shaping the public art future the value of public art can only
increase, and thrive in future America.
Today, public art and art in general has become a huge part of every city. Public art
offers a lot of benefits. Gary Steuer is Philadelphia chief cultural officer; he says that the arts
industries are deeply connected with the economic development of his city. Steuer says that art
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has intrinsic value and instrumental value. Intrinsic relates to the aesthetic value of any work of
art, its individual expression. Instrumental relates to the ability of art, such as education,
tourism, protest, revolution and reform. The public arts are needed within a city because of
intrinsic and instrumental value. Despite others beliefs, art is not only strictly ornamental in a
house but holds many other purposes within a community and a city. Intrinsic and instrumental
value are two very interesting concepts because there are raging debates over whether art hold
more intrinsic or instrumental value. Steuer states that most artists working the city think art
can do both: provide aesthetic value and change the world. Linda Slodki from Mt. Airy Art
Garage, a nonprofit organization art hub in Philadelphia, says the arts are a highly cost effective
way of driving economic revitalization in the urban areas. She also says that the arts also
shape our consciousness, create a collective attitude, inspire, remake behavior and reduce
stress. Steuer points to Mass MoCA, which is a 13 acre unused building in Massachusetts.
Mass MoCA was turned into a space for large art installation, which has had a transformative
effect on the community. This Museum has contributed 15 million dollars to the local
community; it has also increased local property values by 14 million dollars. Another example
is the Brooklyn Art Museum; it has helped preserve a multicultural neighborhood filled with
old buildings. Both Mass MoCA and the Brooklyn Art Museum have had positive effects
without kick starting gentrification.
Another aspect of public art is its interactive elements. An example of this is The Future
Farmers in San Francisco, who wanted to help bring back the ideas of self-sufficiency, urban
farming and American history, using one project. They set this up outside City Hall, attracting
many more visitors and also educating them about the project and how to grow their own food.
The same group started a similar project in Philadelphia, called Soil Kitchen. Here residents
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could come get a free soup if they delivered a soil sample from their backyard or neighborhood.
The sample would be used on a sculpture map of the city, in which it was placed where it came
from and tested for contaminants and quality. The goal of the project was to get thousands of
samples to determine a soil remediation plan for the city. Projects like these two not only
engage the community with art but also educate and better the community and the environment.
Public art like this wants to effect social change using art. More social practice art examples are
in
Detroit where a contemporary art museum is featuring artists that dont make artful objects but
instead provide food, haircuts, education programs and social services to the general public.
None of these things sound like art or the art seen in museums; however, that is the point. Social
practice/ interactive/public art is turning away from the commercial art world that America has
on the forefront. This new movement rides in the shadows of the commercial world through such
projects. For example, there is a community development project in Houston that provides artists
with studios, low-income housing, summer camps, and workshops for teenagers. The public is
responding to these projects positively and is also learning about the city and art history.
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As this class is an investigations class gathering summative assessment can be difficult therefore
it is import to create standards and expectations that both meet state and school requirements
while tracking students conceptual progress.
Objectives and Assessment are associated around six main elements within the class.
Main projects:
This class consists of three main projects that include fine art techniques, conceptual thought and
influence strong creativity.
Artist list:
This is an artist list that I developed where we read, watch and listen to multiple famous and
nonfamous artists in the public art genre. This was a big part of discussions, critical thinking
questions and even main projects.
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Discussions:
Approximately every class we would have a discussion pertaining to the critical thinking
questions and or specific topics. This was a way for students to talk about their opinions and
debate controversies.
Self-Evaluations:
Similar to the Critical thinking questions these were meant to further ones understanding but on a
personal level. Students were given these at the process and final stage of the project.
Collaborative Critiques:
Following a critiques criteria of What you know, what you want to know and what you
think
Every student was to add something to the critique of another students work. Part of doing this
was for a students to develop a deeper appreciate for ones work and a professional way to
assesses another persons work.
Within each of these elements, professionalism, participation and creativity was included in
the expectations and rubric.
Professionalism:
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Ready to get started; is awake and shows me theyre ready to learn, cell phone put
away.
Has all materials they will need: including sketching file and pencils.
Is respectful to teacher and classmates: Nice words, positive attitude, and leaves
classroom only when they have to and for short amounts of time. (It is a students right
at JCOS to leave the classroom unexcused for lavatory uses and drinking fountains)
Participation:
Student is adds to or and takes notes during discussions and or critiques. Student
participates in Critical thinking questions and explores concepts beyond the paper
reaching the expectations of CTQ.
Student participates in projects from start to finishes, showing process, evolution and
final product.
Creativity
In my classroom creativity is defined as an exploration of a conceptual idea that includes
fine art techniques and craftsmanship but is completely original and is derived from the
student and their intellectual and creative mind.
Exploration->Discovery-> Creativity
Week
Project/ Objectives
Assessment/ Critical
Artists
Thinking Questions
Week 1
Week 2
Week 3
Week 4
Aw Wei Wei,
controversies
Week 5
Week 6
Leo Tanguma
Week 7
Michael Heizer,
Levitated Mass.
Guerrilla GirlsFeminism,
performance, publicity.
Leo Tanguma
Barbara Kruger
Graphics, texts and
advertisements
Joseph Beuys
Relational work, 7,000
oaks, community
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controversies involved?
Week 8
collaborative
Week 9
Week 10
Water Works,
Environmental, water
science, conservation,
and improvements,
collective.
Soil Kitchen, future
Farmers,
soil
improvements, soup
kitchen,
and
community integrated.
Week 11
STEAMEstaine, cancer
awareness, fashion,
micro images.
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Candy Crush,
Typography, community
response, neighborhood
improvement.
Week 12
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ARTIST LIST
SOCIAL
PRACTICE
1960S
1960S
1980S
1990S
2000
CURRENT
CURRENT
CURRENT
CURRENT
CURRENT
CURRENT
CURRENT
CURRENT
TRADITIONAL
COMMISSIONS
LAND ART
2000S
1960S
Wolf Vostell,
1970S
CURRENT
CURRENT
CURRENT
CURRENT
CURRENT
1938-1970S
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* Community
* Collaboration
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Content Area
Visual Arts
Course Name/Course
Standard
GLE Code
VA09-GR.HS-S.1-GLE.1
VA09-GR.HS-S.1-GLE.2
VA09-GR.HS-S.1-GLE.3
VA09-GR.HS-S.2-GLE.1
VA09-GR.HS-S.2-GLE.2
VA09-GR.HS-S.2-GLE.3
VA09-GR.HS-S.3-GLE.1
VA09-GR.HS-S.3-GLE.2
VA09-GR.HS-S.3-GLE.3
Grade Level
High School
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VA09-GR.HS-S.4-GLE.1
VA09-GR.HS-S.4-GLE.2
VA09-GR.HS-S.4-GLE.3
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45
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Project One
Project 1- Hub Cap painting project, public art installation
Project description:
Students will choose a hubcap that they will paint with an articulated theme around
culture and place. Students will begin with a sketching process to generate ideas and help
their process. In addition we will have a class discussion around the idea of influences,
culture and place. Each hubcap will become part of a large scale public installation in
Lakewood CO.
Rational:
This project will help students begin to understand the influence of public art and cultural
influences in society. In this project students will also make the connection between
personal and public. In addition students will implement fine art skill and experiment
with painting as sculpture and sculpture as painting, (working on a 3D Hubcap). Lastly,
all hubcaps will be included in a semi-permanent public installation in Lakewood CO,
becoming part of a growing collection of hubcaps.
Objectives:
Students will understand the influence of public art and current influences in
society.
Students will experiment with the meaning of place, and the idea of culture as a
place.
CO Visual Standards:
Content Area
Visual Arts
Course Name/Course
Standard
GLE Code
5.
4.
VA09-GR.HS-S.1-GLE.1
5.
VA09-GR.HS-S.1-GLE.2
6.
VA09-GR.HS-S.1-GLE.3
4.
6.
Grade Level
High School
5.
VA09-GR.HS-S.2-GLE.2
6.
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7.
8.
4.
VA09-GR.HS-S.3-GLE.1
5.
VA09-GR.HS-S.3-GLE.2
6.
VA09-GR.HS-S.3-GLE.3
4.
VA09-GR.HS-S.4-GLE.1
5.
VA09-GR.HS-S.4-GLE.2
6.
VA09-GR.HS-S.4-GLE.3
ELLs:
Sentence stubs, mini discussion, printed handouts and sketches and notes.
Materials: Hubcaps
Enamel paint
Brushes
Paper
Plastic covering for table
PowerPoint
Pencils
References:
Art of the wheel exhibition presentation
Handout
PowerPoint of current hubcaps and history of the collection
40westart.org
Vocabulary: Place
Theme
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Public
Enamel
Instructional Set:
Day 1:
Discussion around what place and culture mean. Target questions asked to students, is
Place and Culture the same thing? What do we rely on as a culture?
Begin sketching, hand out question slips about process.
Day 2:
Continue work, while watching Art21, and other related video pertaining to public artists.
Day 3: Work day, one on one critiques with students and teacher.
Day 4: Work day more public art investigating
Day 5: Last day to work students finishing up.
Assessment:
Multiple critical thinking question slips, process, content and end result. Self-assessment
and evaluation. Based off Rubric below.
Accommodations:
Physically disabled students having easy access to paints brushes and materials.
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Timeframe: about 3 weeks, this project is flexible; to insure students dont rush; however
you should spend 3-4 hours of painting in total. This should be evident in final product.
FAQs:
Why Paint on hubcaps?
1. Hubcaps offer a sturdy surface that can be displayed outside in bad weather.
2. Hubcaps offer a cultural significant because of transportation.
Will these be displayed publicly?
Yes!! They will be added to a larger public collection completed by other
communities in the last year.
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Mason- Music
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55
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57
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59
60
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LEO TANGUMA
Leo Tanguma, the Chicano muralist perhaps best known by Colorado travelers
and the subcultural blogosphere of paranoid doomsday theorists for his dramatic murals
at Denver International Airport, creates his complicated pieces through an organic,
multistep process that weaves Mexican heritage, world history, spirituality, progressive
social ideals, and personal anecdotes. He made his first mural on a chalkboard in fifth
grade, depicting children lynching the towns corrupt sheriff, for which he was severely
punished, and this experience stoked a rebellious verve in his artistic practice that would
be played out during the coming decades. Much like Los Tres Grandes - Diego Rivera,
Jos Clemente Orozco, and David Alfaro Siqueiros - from whom Tanguma draws his
artistic heritage, he has a keen interest in politics and cultural theory, of which his views
swing decidedly left. His sprawling, complicated, large-scale public artworks do contain
a number of secrets: portraits of real people lost to street violence, unsung heroes from
the margins of history books, and the reexamined Chicano myth of a weeping woman, for
example. Children of the World Dream of Peace and In Peace and Harmony with
Nature, the murals that Tanguma created for Level 5 of the Jeppesen Terminal at DIA,
were almost never to be: Tanguma barely made the proposal submission deadline. As of
this year, he has completed dozens of murals at various public venues across six states,
painting themes of childhood courage and idealism, environmentalism, multiculturalism,
and Tangumas uncanny signature of socially-conscientious spirituality. His most recent
work in progress is inspired by the Occupy movement, the pencil drafting of which, sits
on a modest, clean desk in his home studio
63
Public Art
Dear________________,
You were either late or absent last class and you need to make sure to be on time on
Tuesday the 10th because we have a visiting public artist coming to do a project with the
class. Please make sure you are respectful and show up on time (That means
8:30am)!! This is a really amazing opportunity dont miss out!
Thank you,
Ryan Mathews
Public Art
Dear________________,
You were either late or absent last class and you need to make sure to be on time on
Tuesday the 10th because we have a visiting public artist coming to do a project with the
class. Please make sure you are respectful and show up on time (That means
8:30am)!! This is a really amazing opportunity dont miss out!
Thank you,
Ryan Mathews
Public Art
Dear________________,
You were either late or absent last class and you need to make sure to be on time on
Tuesday the 10th because we have a visiting public artist coming to do a project with the
class. Please make sure you are respectful and show up on time (That means
8:30am)!! This is a really amazing opportunity dont miss out!
Thank you,
Ryan Mathews
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Project Two
Ryan Mathews
Title: Public Art Proposal Project
Essential Question:
- What is art from a social standpoint?
- How can you shape a vision or a change using art outside the gallery?
- Is all art outside public art?
- How does a person interact with the art piece?
- What does art with a purpose really mean?
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Activity:
We will discuss the meaning of art as a cultural asset, art outside the gallery and public
art policies. We will also discuss artful expression and art as an influence. After
discussion students do research on a genre of public art (see list) and develop a project
that include artist examples, research of the genre and their own public art idea. Students
will brainstorm an idea, collaborate, do research and propose a large scale idea using a
visual element (a 3D model, large poster painting with dimensions) and a PowerPoint.,
explaining a rationale and a purpose for the project, and their own art piece proposal.
Objectives:
The purpose of this project to get student thinking about art as less of a craft and more
of a culture asset. Collaboration is also a key point to help them develop skills of working
together a on a large scale. This project is meant to mimic a formal proposal one would
present to the city. This project is an introduction to a thought process about social
practice art and action.
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detecting art; becoming skilled in and gaining knowledge of art; grasping and
realizing art; figuring out art; and sensing and feeling art.
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Materials:
Paper
Foam core
Paints
Cardstock
Drawing pencils
Glue
Tape
Collage
materials
Poster paper
Pens
Tracing paper
Markers
References:
Article
Images
Community art asset book
Policies
Art vocab:
Social practice
Relational art
Community integration
Metaphors
Symbolism
Public art
Artists to cover:
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Judith Baca
*Instructional set:
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DAY 1: Discussion and introduction to the class. Article from NYT. Introduce art and theory.
Essential questions, discussion prompt. Break into group begin individual research and
beginning sketches.
DAY 2: Open ideas sharing new ideas, helpful feedback from peers. Continue working in groups,
documenting process. Teamwork.
DAY 3. Opening talk, review. Progress report. Depending on progress, project will be due
tomorrow or day after. For the presentation, all 3 people must take a stance and discuss their
individual ideas, collaboration, result of project and how it would be a community asset.
Day 4: Presentation. Or work day depending of progress. See presentation criteria and
expectations.
*Instructor will assist groups individually and offer them direct feedback and pressing question
to help them through the process.
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Holistic evaluation at the end of the quarter. For this project, students will write an individual selfreflection and a conclusion to go along with the project and presentation.
Presentation Expectations:
Presentation must include but is not limited to:
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A visual element that specifically shows extensive detail of the project, size, colors, design.
(Examples include a 3D model, blue prints, maps with 3D elements)
A rationale or explanation:
o
This can be in the form of a paper, a mapping literal exercise, a PowerPoint or more,
(seek approval from instructor before moving forward)
-
All group members must present an element of the project. (Group leaders OK)
All other information relative to the project, and the licenses you have to obtain in order to move
forward. (Building a shelter would require approval from licensed city inspector and contractor)
Present your process of the proposal, idea breakthroughs, and sketches, research ect.
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You will research the genre and include at least one artist from that genre.
1. The Paper
You will write a 2-page statement, on the genre using the artist as an example point.
You will include a visual element like a presentation board or large paper.
o
A small written explanation of the genre and the artist (You could paste your paper or a
piece of your paper for this).
3. The Art Piece o You will construct an art piece that demonstrates the genre or and the artist.
(May or may not be attached to the poster).
If you where able to create a public art piece of this genre what would it be?
(dont do a replica of the artists work, develop your own idea)
This can be a blue print type of design for proposing a public project or an actual painting of the
mural you would do (but smaller).
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If you where to propose this as a public works project, the viewer should be able to see all your
intentions from looking at the Visual Element and art piece.
Expectations:
Paper
1. Includes important
details about the genre,
Include: Introduce the
genre, background info,
controversies, artists, and your own opinion about it.
2.
Include important details about the artist(s) including, common
pieces, what they mean, how they work in that genre. 3. Is professional,
double-spaced, proofread and is at least 2 pages.
Visual element
1. Includes a written explanation of genre and artist(s), (you may use your paper or pieces of it).
2. Includes pictures of said Artist(s) work and titles, dates, scale, and medium.
Art Piece
1. Shows knowledge of the genre and intentions.
2. Shows craftsmanship and thoughtful artistic decisions.
3. Is original. 4. Has a small written explanation.
Presentation
1. Includes descriptions of the genre.
2. Introduces artist as an example of genre. 3.
Presents your artful public idea!
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Types of Public Art: Public art is usually constructed for four main reasons that are:
Commemorative, Controversial, Change, and Community
Asset Art: (Bike racks, bus stations, maps, benches, playgrounds etc..
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Project Three
Lesson title:
Interactive Public art using JCOS
Teacher:
Ryan Mathews
Age:
JCOS high school
Big idea:
Culture
Essential Questions:
How can one influence a reaction from the viewer?
Assignment:
Students will create an interactive public art piece that they will place in the school with intentions
to interact with the viewer. This will be a small scale project; however students will uses
conceptual thinking skill and creativity to create a project.
Students will create an interactive art project that will be displayed/installed in JCOS. Students
project can be themed or simply visual but must be positive and noncontroversial. Examples
include:
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Butterflies on a trash can (3D, using cardboard, or 2D using paper and tape)
A poem
Objectives:
To extend knowledge in the area of community reactions and effects it can have person to
person.
ELLS:
Print out power point.
Sentence stubs
Response questions
CO Visual Standards:
Content Area
Visual Arts
Grade Level
Course
Name/Course
Standard
High School
GLE Code
9. Observe and 7. Visual art has inherent characteristics and expressive features
Learn to
Comprehend 8. Historical and cultural context are found in visual art
VA09-GR.HS-S.1-GLE.1
VA09-GR.HS-S.1-GLE.3
VA09-GR.HS-S.2-GLE.1
VA09-GR.HS-S.1-GLE.2
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10. Envision and 8. A personal philosophy of art is accomplished through use of sophisticated
Critique to
Reflect
11.
Invent and 7. Demonstrate competency in traditional and new art media, and apply
Discover to
appropriate and available technology for the expression of ideas
Create
8. Assess and produce art with various materials and methods
9. Make judgments from visual messages
12.
VA09-GR.HS-S.2-GLE.2
Relate and 7. The work of art scholars impacts how art is viewed today
Connect to
8. Communication through advanced visual methods is a necessary skill in
Transfer
everyday life
9. Art is a lifelong endeavor
VA09-GR.HS-S.2-GLE.3
VA09-GR.HS-S.3-GLE.1
VA09-GR.HS-S.3-GLE.2
VA09-GR.HS-S.3-GLE.3
VA09-GR.HS-S.4-GLE.1
VA09-GR.HS-S.4-GLE.2
VA09-GR.HS-S.4-GLE.3
Vocab:
Social practice
Interactive
Relational Aesthetics
Public art
Non-controversial.
Viewer
Place making
References:
See PowerPoint.
6. You must document -photograph your artwork in the location you place it in!! (If not no grade for
project, if you dont have a camera ask the teacher).
7. Have fun! Do something that interests you!!
Schedule:
Day 1:
Introduction to project
Brainstorming
Art and meaning
Approval process
Hands on work time
Go over rules sheet
Day 2:
Idea sharing
Discussion about interactive art
Interactive exercises.
Continue work.
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Day 3:
Last day to work
Full work time
Art and meaning
Approval process.
Assessment:
Reflection questions.
Participation and effort
Completion and conceptual process
What is my project?
What did I intend to receive in reaction from the viewer?
What did I do well?
Big Picture Proposal
Project Title: Interactive Placemaking Public Art, small-scale pieces.
Class: Public Art, 15 students, Walkabout.
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Examples
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107
108
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Description of Assessment
Public Art Investigations Assessment standards are based off of the JCOS Graduation
Expectations and CDE State standards for High School visual Arts. Although JCOS and my
curriculum both follow authentic assessment and a pass or fail final grade it was important to me
to track my students progress from a summative and authentic perspective.
As this class is an investigations class gathering summative assessment can be difficult therefore
it is import to create standards and expectations that both meet state and school requirements
while tracking students conceptual progress.
Objectives and Assessment are associated around six main elements within the class.
Main projects:
This class consists of three main projects that include fine art techniques, conceptual thought and
influence strong creativity.
Artist list:
This is an artist list that I developed where we read, watch and listen to multiple famous and
nonfamous artists in the public art genre. This was a big part of discussions, critical thinking
questions and even main projects.
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Students would have five minutes to fill out approximately one question per a class. These were
meant to help students explore and reflect specific topics and concerns within public art.
Discussions:
Approximately every class we would have a discussion pertaining to the critical thinking
questions and or specific topics. This was a way for students to talk about their opinions and
debate controversies.
Self-Evaluations:
Similar to the Critical thinking questions these were meant to further ones understanding but on a
personal level. Students were given these at the process and final stage of the project.
Collaborative Critiques:
Following a critiques criteria of What you know, what you want to know and what you think
Every student was to add something to the critique of another students work. Part of doing this
was for a students to develop a deeper appreciate for ones work and a professional way to
assesses another persons work.
Within each of these elements, professionalism, participation and creativity are included in
the expectations and rubric.
Professionalism:
Ready to get started; is awake and shows me theyre ready to learn, cell phone put away.
Has all materials they will need: including sketching file and pencils.
Is respectful to teacher and classmates: Nice words, positive attitude, and leaves
classroom only when they have to and for short amounts of time. (It is a students right at
JCOS to leave the classroom unexcused for lavatory uses and drinking fountains)
Participation:
Student is adds to or and takes notes during discussions and or critiques. Student
participates in Critical thinking questions and explores concepts beyond the paper
reaching the expectations of CTQ.
Student participates in projects from start to finishes, showing process, evolution and
final product.
Creativity
In my classroom creativity is defined as an exploration of a conceptual idea that includes fine
art techniques and craftsmanship but is completely original and is derived from the student
and their intellectual and creative mind.
Exploration->Discovery-> Creativity
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Visual Arts
Course Name/Course
Code
Standard
15.
16.
Invent
Discover to
Create
Relate
Connect to
Transfer
Grad
e
Level
High School
GLE Code
VA09-GR.HS-S.1-GLE.1
VA09-GR.HS-S.1-GLE.2
VA09-GR.HS-S.1-GLE.3
VA09-GR.HS-S.2-GLE.1
VA09-GR.HS-S.2-GLE.2
VA09-GR.HS-S.2-GLE.3
and 10. Demonstrate competency in traditional and new art media, and
apply appropriate and available technology for the expression of
ideas
VA09-GR.HS-S.3-GLE.1
11. Assess and produce art with various materials and methods
VA09-GR.HS-S.3-GLE.2
VA09-GR.HS-S.3-GLE.3
and 10. The work of art scholars impacts how art is viewed today
VA09-GR.HS-S.4-GLE.1
VA09-GR.HS-S.4-GLE.2
VA09-GR.HS-S.4-GLE.3
Comprehend
Transfer
Creative
Process
Reflect
Create
intended to be taught in a linear (checklist of coverage) fashion,
but rather should be implemented as a cyclical creative process.
Each unit within this
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PASSAGES
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Lakewood, CO 80214
phone: 303 982-7045 fax:
303 982-7046
GRADUATION EXPECTATIONS:
The Jefferson County Open School Graduation Expectations establish personal, social, and
intellectual standards which all students must meet at an appropriate level of proficiency prior
to graduation. Considered in the development of each students individualized curriculum, the
Graduation Expectations assessment, and monitor progress towards the attainment of
appropriate proficiency.
Each of the nineteen Graduation Expectations incorporates the following: Statement of Expectation,
Rationale, Desired Outcomes, List of Experiences, and Rubric of Growth Indicators. The
Rubrics of Growth Indicators follow a continuum consisting of Exposure, Experience,
Competence, and Excellence, and allow for detailed progress monitoring and assessment.
Assessment is ongoing and utilizes student portfolios against which growth is measured. A
student may utilize a variety of experiences to reach a given level of proficiency, including:
classes within the school, classes at other Jefferson County schools and local colleges,
independent study, group projects, jobs, educational trips, apprenticeships, volunteer service
work within the community, and more. Each learning experience is evaluated by the student
in regard to personal, social and intellectual growth and is validated by the instructor of the
class and by the Academic Advisor. Students utilize their WALKABOUT (including the
completion of six Passages) as a demonstration of the attainment of an appropriate level of
proficiency in each of the Graduation Expectations.
PROCESS FOR ASSESSMENT OF STUDENT PROGRESS:
1. Advisor conduct an initial formative assessment at the beginning of the year, or as
students enter the program. This assessment incorporates past experiences to begin the
process of developing a body of evidence / portfolio, which is used to monitor progress
along a continuum of all nineteen of the Open Schools Graduation Expectations.
2. Based on the formative assessment, students set individual goals to increase growth in
selected areas. Each set of goals is highly individualized, and the Advisor and Advisee
establish appropriate curricula to meet the goals.
3. From the goals, students develop a Mutually Agreeable Plan, in which student, parent
and Advisor work together to select classes, trips, self-directed learning projects /
Passages, community service projects, etc, to meet those goals.
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4. At the end of each semester, students complete self-evaluations that reflect on their
growth towards their goals and reevaluate their progress on Graduation Expectations.
This cycle recurs throughout the students secondary experience. As the cycle continues,
students build a Body of Evidence through class evaluations, trip evaluations, Passage
Proposals and Passage Wrap-Ups. This Body of Evidence is reviewed throughout the year in
individual Advising meetings.
DATA COLLECTION:
Progress monitoring occurs on an ongoing basis during weekly individual meeting between
Advisor and Advisee; data is formally collected twice a year: once in the fall and once in the
spring. The data collected on individual students from each Advising group provides data for
both the individual student growth measures and school improvement.
Re-discover the Joy of Learning ~ Seek Meaning in Your Life ~ Adapt to the World As It Is
Prepare for the World As It Will Be ~ Create the World As It Ought To Be
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Goal or goals
Strategy or
strategies
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Personal
1
Self-Directedness
.
2
. Risk and Challenge
3
. Values and Moral Decision
Making 4
Wellness
.
Social
1
Community Involvement
.
2
. Conflict Resolution
3
4
Intellectual
1
Communication
.
1
Reading
1
1
Writing
2
1
Presentation
3
1
.
Cultural Awareness and
Non4 native Language
2 Analytical
Reasoning
. Problem Solving
3 Research
.
4
.
5
.
6
.
and
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7
.
8
.
Critical Thinking
Questions
Pertaining to
current project
Participation and
professionalism
Creativity and
effort
4-5 points
Student participated in the
writing and discussions
pertaining to critical
thinking questions during
this project. Student
expanded thoughts on
specific topic area to create
a deeper understanding of
concept.
Student was on time, ready
to work, cell phone was put
away. Student was
respectful throughout the
duration of the project and
was fully apart of all
discussions and project
steps.
3-4 points
Student answered most
critical thinking questions
but lacked some detail and
explanation. Student should
have dug further into the
concept to expand concept
understanding.
1-3 points
Students participated
little to none in the
critical thinking
questions
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Reached
Expectations of
assignment
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Pre-Assessment- 01/09/15
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124
125
Total 20 Points
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Grading Scale
Critical Thinking Questions Pertaining to current project. - 5points
Jack had a late entrance into the class but was determined to make up all the work including CTQS. He added
some new ideas and celebrate the positive sides of CO culture.
Total 20 Points
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Grading Scale
Critical Thinking Questions Pertaining to current project. - 5points
Zaki exceled throughout the duration of the project, answering all critical thinking question and
pushing it further to relate it to her own understanding. She also shared her response with others and
stated a meaningful discussion.
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Total 25 Points
130
Total 25 Points
131
Total 20 Points
132
Total 20 Points
133
134
135
136
137
138
139
140
Analysis of Assessment
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Summary of Assessment
In this class I had many students excel and really expand their thoughts on Creative
Public Practices, although, others did not do as well. Way more students than I expected didnt
even show up to the class half the time. I was shocked. I would speak to these students
individually and together I would try to come up with solutions but they didnt seem to stick, the
student was just telling me what I wanted to hear. After meeting with each students advisor I
found out those students werent attending any of their classes. To me this was very unfortunate,
Some students excel as self-directed leaners others seem to fall through the cracks and not even
come to class.
___2
____25
___20
____5
___15
____10
Total= 100
0
Name
Projec
t 1,
Hubca
p
paintin
g
Project 2,
Public Works
Proposal
Project
JCOS
Interactive
Community
Project
Critical
Thinking
Questions
Attendance
Participation
Total
Mandy
142
Cassidy
Bailey
Jack
20
25
20
15
10
100
Jake
20
20
10
62
Mason
20
20
20
15
10
95
Xaki
20
25
20
15
10
100
143
Kyle
20
10
48
Wednes
20
Julien
20
20
11
63
Sedona
20
25
20
15
10
100
Sophia
20
25
20
15
10
100
Dylan
0/
Frank
20
20
13
67
day
144
Tyler 02/17
Enrolled in JCOS
very late in the
semester but was
looking for classes
he would enjoy but
not get credit for.
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Reflective Essay
146
In conclusion, I witness a lot of success with in my class but also some things that could
make it more successful.
148
References
149
Kilaru, A. S., Asch, D. A., Sellers, A., & Merchant, R. M. (2014). Promoting Public Health
Through Public Art in the Digital Age.American Journal Of Public Health, 104(9), 1633-1635.
doi:10.2105/AJPH.2014.302088
TRAF-PRATS, L., & WOYWOD, C. (2013). We Love Our Public Schools: Art Teachers' Life
Histories in a Time of Loss, Accountability, and New Commonalities. Studies In Art
Education, 55(1), 7-17.
Green Jared. The Many Benefits To Public Art. April 2011. ASLA. ORG. Date Accessed, June
2014.
Kennedy Randy. Outside the Citadel, Social Practice Art is intended to Nurture. March 2013.
The New York Times. Date accessed June 2014.
Americans For the Arts Public Art Network Council: Green Paper. Why Public Art Matters. Art
SUSA. Org. Date accessed June 1014.
1314_JCOS Community Owners Manual.pdf- Google Drive. (n.d). 1314_ Community Owners
Manual.pdf - Google Drive. Retrieved April, 2015.
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Appendix
Glossary of Terms used at Jefferson County
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Open School
Advisor:
The role of Advisor at the Open School is the most important responsibility for all teachers. Advisors are
student advocates and learning facilitators who assist students in setting and achieving the goals they create
for their Individualized Education Plans (IEPs). The Advising relationship is paramount in guiding students
toward successful completion of their individualized personal, social, and intellectual programs.
Advising Group:
Advising is an integral part of the Open School program. Each Advising group has approximately 17
students. Advising groups meet at least twice a week. Group Advising emphasizes community through
group building, problems solving, and support of individuals and community endeavors.
Advising Individual:
Each Advisor meets individually with each Advisee on a regular basis to build the relationships necessary
to guide students through his or her individualized program. Once a trusting relationship is established,
Advisors can provide deep and meaningful feedback to assist each Advisee in the creation of a relevant
personal, social, and intellectual program.
Community Circle:
Community Circle is an all IA (Elementary grades 4-6) meeting where students participate in the democratic
Governance of the school. In addition to disseminating information, students celebrate successes, discuss
school-wide issues and solve problems collectively.
Community Service:
Community Service involves students in practical, productive experiences which address actual needs and
develops a sense of pride in self and school. Students improve self-image, increase understanding of
personal abilities and limits, break down stereotypes, increase empathy, and create a profound sense of
fulfillment.
Day of Dialogue:
A Day of Dialogue is an educational experience which is student-created. In order to preserve the
institutional flexibility to respond to the teachable moment, a Day of Dialogue allows student and staff to
respond collectively by stopping the daily schedule to dedicate an entire day to focus on current events,
student needs, a student celebration of learning, or a crisis.
DOR:
Demonstration of Readiness is the major Self-Directed Learning project for the LEAP program. Successful
completion of this project is required prior to transitioning into the Walkabout Program.
End-of-Year Transcript:
End-of-Year Transcripts are evaluations of each students experience at the end of each school year. EndofYear Transcripts are written by the student and include a Personal Statement, class list, Advisor support
letters, and a written documentation of each individual learning experience. Both Mid- and
Endof-Year Transcripts combine in a continuing document which is incorporated into the Final Transcript.
Evaluations:
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Narrative evaluations form the foundation of self-assessment documentation, and are critical to monitoring
the progress of each student at the Open School. All class and self-directed learning experiences are
assessed through the evaluation process. By reflecting on their personal, social, and intellectual growth,
students chart their progress through the Graduation Expectations.
Fairness (Student Judiciary):
A Fairness Meeting (Student Judiciary) is designed to problem solve an appropriate response in the event
that a student does not accept responsibility for a norms violation, trust violation, or responds disrespectfully
to an appropriate confrontation.
Four Quadrants:
The four quadrants assist students in recognizing the world is indeed our classroom.
Out of
In School
School
Planned
Unplanned
Final Transcript: The culmination of each students experience at the Open School is documented in the
Final Transcript. An Open School Transcript is written by the student and include a Personal Statement,
class list, Advisor support letters, and written documentation of each individual learning experience.
Five Goals:
The Five Goals are guiding principles which influence all aspects of the program. Students should be able
to:
Rediscover the joy of learning,
Seek
meaning in your life,
Adapt to the world as it is,
Prepare for the world as it may be, and Create the world
as it ought to be.
Governance:
Governance is an all-secondary school meeting in which students participate in the democratic
Governance of the school. In addition to disseminating information, students celebrate successes, discuss
school-wide issues and solve problems collectively. The structure of Governance is usually established by
Leadership.
Graduation Expectations:
Considered in the development of each students IEP / Goals, the Graduation Expectations establish criteria
for personal, social, and intellectual growth. Students must demonstrate significant growth, to an
appropriate level of proficiency, in each of the Graduation Expectations, as agreed upon by the Advisor and
Advisee. At the Elementary level growth is evaluated based on a continuum consisting of Emerging,
Developing, Expanding, Connecting, and Bridging. At the Secondary level growth is evaluated based on a
continuum consisting of Exposure, Experience, Comprehension, Competence, and Excellence. Evaluation
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occurs during individual Advising meetings using the Graduation Expectations rubrics and each students
portfolio documentation.
IEP (Individualized Educational Plan):
Each student regularly creates, works toward, and evaluates his/her individual progress through the Open
School by incorporating personal, social, and intellectual goals in an Individualized Educational Plan (IEP).
IEP goals are worked out between each student, parent, and Advisor, and are utilized to develop the
students Mutually Agreeable Plan for class schedules and self-directed learning through
SDL/DOR/Passages.
LEAP:
The Leadership Program (LEAP) is an intensive curriculum designed to orient new and transitioning
students into the Walkabout program. Students must demonstrate the internalization of the Three Domains,
Four Quadrants, Five Goals, and Twelve Characteristics of an Effective Self-Directed Learner. The
culminating project is the DOR.
Leadership:
This class is designed to support students in the actual Governance of the school. The group works out the details
of various student- or staff-generated proposals which are then distributed to, and discussed in, the democratic
decision-making process, either in Group Advising or Governance.
MAP (Mutually Agreeable Plan):
Mutually Agreeable Plans are designed to provide the greatest possibility of successfully completing a
students IEP goals. The MAP includes what is conventionally referred to as a class schedule, but is
expanded to include SDL/DOR/Passage Work, Self-Directed Learning projects, Trips, Community College
classes, Vocational School classes, work study, and other activities designed to help students meet their
personal, social, and intellectual goals.
Mid-Year Transcript:
The Mid-Year Transcript is an evaluation of each students experience at the end of the fall semester. MidYear Transcripts are written by students and include a Personal Statement, class list, Advisor support letters,
and a written documentation of each individual learning experience.
Passages:
Passages are personally challenging projects developed by each student in six different areas to demonstrate
the ability to apply skills in the real world. The six Passage areas are: Adventure, Career Exploration,
Creative Expression, Global Awareness, Logical Inquiry and Practical Skills.
Passage Consultant:
The Passage process requires that students work with a Consultant. These are individuals, usually staff
members, who work one-on-one with students to meet the objectives of their Passage. Consultants are
involved throughout the entire process, including being present at both the Passage Proposal and Passage
Wrap-up meetings.
Passage Proposal:
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The Passage process includes the writing of a proposal which is approved by a committee of peers, the
Advisor and a staff Consultant. Consultant, Advisor and Triad are required to attend this meeting. Mentors
and parents are encouraged to participate.
Passage Wrap Up:
Upon completion of the Passage, the student reconvenes the committee and presents a written summary for
final approval.
PLAID (Personal Learning and Independent Discovery):
Self-Directed learning experiences help students understand themselves as individuals and as contributing
members of society through interdisciplinary, experiential, 'real world' education. PLAID Day plans may
include apprenticeships, community service project, Passage work, and other self-directed projects.
Portfolio:
A body of evidence gathered by each student and their Advisor to document personal, social, and intellectual
growth on the Graduation Expectations. Portfolios are required in order for students to demonstrate
readiness from one level of the program to the next.
Three Domains:
In a holistic approach to teaching and learning all three domains, personal, social, and intellectual, are
equally considered in the learning process.
Triads:
Triads are peer support groups which assist students in personal, social, and intellectual growth. These
groups form a network which supports each member through the Passage process.
Trips:
Trips are an integral part of the Open School program. Trips provide excellent learning opportunities in the
real world and often prove to be a turning point in a students life reawakening the joy of learning,
establishing trust in self, others, and the school community, creating ownership of school and ones actions,
and reaffirming self-esteem.
Twelve Characteristics of an Effective Self-Directed Learner:
The twelve Characteristics of an Effective Self-Directed Learner are the primary attributes that any
selfdirected learner must possess.
Has Vision
Has a Goal
Develops a strategic Plan
Has high Self-Esteem
Takes calculated Risks
Is Self-Disciplined, determined and persistent
Is Organized (time, effort, resources)
Has a Support Network
Is Self-Motivating (inner and outer rewards)
Has a powerful, personal Learning-Doing Style
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Wilderness Trip:
The Wilderness Trip is a multi-day backpacking trip designed to orient students to the Walkabout program
and Jefferson County Open School. Students spend the first three days of school participating in wilderness
survival lessons, working together in group building activities, learning about the school community, and
planning the logistics of the trip. Each trail group consists of new students to the Walkabout program,
student leaders, and an Advisor. Although this is a physically and emotionally demanding trip, students
walk away with a sense of accomplishment and deepened relationships with students and staff.
My kids Advisor, who are you? I have no idea what you doAll you say to me is that I must trust in
youWhats a Passage? Whats Governance?...A Triad with five people makes no senseAnd what the
heck does my kid wear to school on PLAID Day?... No credits, not grades, and a Transcript as big as the
phone book, no college in its right mind will ever give my kid a second look.
From the 2008 Graduation song, sung by Kurt Belknap to the tune of Rubber Ducky Recognizing parent's frustration with the confusing language and processes of the Open School!
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provides a dynamic environment that fosters the development of the unique potential in each
individual by nurturing and challenging the whole person. There is an emphasis on selfdirection,
learning through experience, shared responsibility, and the development of life longskills.
GOALS:
Students will be able to:
To create a positive, nurturing, and challenging culture where each person can
experience the joy of learning;
To create a culture where the five goals of the Open School apply to all students;
To be a place where all are teachers and learners as we develop our skills and abilities as
life-long learners;
To develop the potential of the whole child by striving for Excellence across the Open
School Graduation Expectation continuum;
COMMUNITY
GUIDING P HILOSOPHY
:
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LEARNING
To create a community that is truly centered on the five goals of the Open School
and where personal, social, and intellectual growth are seen as interconnected
endeavors, not separate;
INDIVIDUAL
To reflect on learning and personal growth through the development and assessment
of personal, social, and intellectual goals;
To embrace the balance between the needs of the individual and the responsibilities of
the community;
XPECTATIONS
1. ADVISOR DISCRETION
Jefferson County Open School is a highly individualized program that seeks to develop the
unique potential of each student while simultaneously working to develop a supportive
community of learners. Individualization and community can be paradoxically opposed.
Therefore, Advisors are given the discretionary authority, in partnership with students, parents,
and the community, to determine individualized curriculum, freedoms, and consequences which
are deemed appropriate for their Advisees. This authority is paramount, as it is through the
Advisor-Advisee relationship that a partnership is developed which creates the greatest
possibility for success. The trust, latitude, and responsibility afforded through Advisor Discretion
are necessary as Advisors facilitate the personal, social, and intellectual growth of each Advisee.
While Advisors are guided by the programs common mission, goals, values, and philosophy,
Advisor Discretion will necessarily result in variations in programmatic, policy, and procedural
implementation in relation to individual students. It is understood by all Advisors that what is
equal is not always fair, and what is fair is not always equal. It is the responsibility of every
Advisor to help create and facilitate an Individualized Education Plan (IEP) for each individual
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Advisee and to determine appropriate and necessary consequences for Advisees in need of such
intervention. At all times Advisors must operate in accordance with the JPS Code of Conduct.
Note: In accordance Jefferson County Public Schools Choice Enrollment Policy, Advisors at the
Open School have the discretion to rescind or reassign choice enrollments if the student no
longer meets the criteria essential for membership in the Jefferson County Open School
Program.
PRE-WALKABOUT
WALKABOUT
(ELC)
(IA)
BRIDGES
LEAP YEAR
FOUNDATIONS
PORTFOLIO
PRESENTATION
VOYAGE/PORTFOLIO
PRESENTATION
PRESENTATION OF
LEARNING
DOR
FINAL SUPPORT
MEETING
KINDERGARTEN
ESSENTIAL TO BE A SUCCESSFUL MEMBER OF THE KINDERGARTEN
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PRE-WALKABOUT
FOUNDATIONS:
Upon entering Pre-Walkabout, students begin working towards completion of the Foundations
expectations which include:
ESSENTIAL FOR MEMBERSHIP IN THE PRE-WALKABOUT FOUNDATIONS
Have an Advisor a staff advocate
Have an Individual Education Plan (based on a Self-Assessment and Graduation
Expectations Outcomes Inventory), establishing meaningful goals toward the
acquisition of skills, attitudes, knowledge, and behaviors to prepare for the LEAP
program and life long learning.
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WALKABOUT:
Once students demonstrate their readiness for Walkabout by successfully completing the
aforementioned expectations they make the transition into Walkabout. During the
Walkabout Program students are required to meet the following expectations:
ESSENTIAL FOR MEMBERSHIP IN THE WALKABOUT PROGRAM
Have an Advisor a staff advocate.
Have an Individual Education Plan (based on the Self Assessment and Graduation
Expectations Outcomes Inventory), establishing meaningful goals toward the
acquisition of skills, attitudes, knowledge, and behaviors to prepare for adulthood.
Complete the Wilderness Trip.
Have a Mutually Agreeable Program each Block (based on the IEP and supported by
the Advisor)
Write mid-year and end-of-year transcript, reflecting on all learning experiences.
Maintain documentation of growth in all of the Graduation Expectations.
TO BE A SUCCESSFUL MEMBER OF THE WALKABOUT PROGRAM
Be actively involved in Advising, Triad, PLAID Days and Governance.
Attend Advising meetings (Group, Individual, Triad).
Maintain an organized portfolio documenting growth in all of the Graduation
Expectations.
Contribute (give as well as take) meaningfully to the Open School community at
large.
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REQUIREMENTS FOR GRADUATION
Successfully complete the Wilderness Trip.
Document each learning experience to be included in the transcript (usually through
the writing of an evaluation).
Successfully complete one extended trip (other than the Wilderness Trip or Advising
trips).
Successfully complete six Passages, which includes community service in the greater
community.
Contribute to the Open School community by completing a minimum of 40 hours of
community service each year.
Show significant growth, to an appropriate level of proficiency, in each of the
Graduation.
Expectations, as agreed upon by the Advisor and Advisee.
Complete a final transcript.
PORTFOLIO REQUIREMENTS
3. ADVISING
ADVISOR
The role of Advisor at the Open School is the most import responsibility for all teachers. As
Advisors, teachers are student advocates and learning facilitators who assist students in setting
and achieving the goals they set for their Goals/Individualized Education Plan (IEP). The
Advising relationship is paramount in guiding students towards successful completion of all
aspects of their program including
Voyages/SDL/DOR/Passages, Class schedules, and other mutually agreed upon personal,
social, and intellectual programs. There is a shared Advisor-parent responsibility to
communicate regarding the Advisees personal, social, and intellectual progress in the program.
Note: Advisors are the parent(s) first point of contact for all issues related to their student.
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Please consult our web site jeffco.k12.co.us/high/jcos/ or call 303-982-7045 for contact
information for your students Advisor.
GROUP ADVISING
Advising is an integral part of the program. Each Advising group ranges in size from
approximately 16 students in the secondary to 22 student the elementary. Advising groups meet
twice a week or more and emphasize group building, planning, problem-solving, support of
individuals, and school community endeavors.
INDIVIDUAL ADVISING
Advisors meet individually with each student on a regular basis to build the relationships
necessary to guide students through their individualized program. Once a trusting relationship is
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established, Advisors can provide deep and meaningful feedback to assist each student in the
creation of a challenging personal, social, and intellectual program.
In the Secondary, Triads will meet for an hour a week to share Goals/IEPs, monitor
progress through the program, support one another on issues relevant to personal,
social, and intellectual growth and challenges, read one anothers work, check on
success with classes, trips and other learning opportunities;
Triads will evaluate their effectiveness on a regular basis and hold one another
accountable;
Triad effectiveness will be evaluated by each student in their Mid-Year and EndofYear Transcripts.
5. GRADUATION EXPECTATIONS
Considered in the development of each students Goals/IEP, the Graduation Expectations
establish a measure for personal, social, and intellectual growth. Students must demonstrate
significant growth, to an appropriate level of proficiency, in each of the Graduation Expectations,
as agreed upon by the Advisor and Advisee prior to graduation. Growth is evaluated based on a
continuum consisting of: Emerging, Developing, Expanding, Connecting, and Bridging at the
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elementary level and Exposure, Experience, Comprehension, Competence, and Excellence at the
secondary level. Evaluation occurs during individual Advising meetings using the Graduation
Expectations rubrics and portfolio documentation. The Graduation Expectations are:
PERSONAL
Values and Moral Decision Making: identify personal values and principles to develop a
strong work ethic and the ability to make moral decisions.
SOCIAL
Community Involvement: identify passions, create a vision for excellence by taking personal
responsibility to meet commitments, organize priorities, set goals and self-assess.
Flexibility and Resourcefulness: identify personal values and principles to develop a strong
work ethic and the ability to make moral decisions.
Individuality within Relationships: assess and enhance emotional and physical wellness.
INTELLECTUAL
Analytical Reasoning and Problem Solving: utilize, evaluate, and refine the use of multiple
Creative Expression and the Arts: express imagination and develop an understanding of the
creative process.
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Sense of History and Political Awareness: utilize historical perspectives to understand how
political systems work in order to act as a responsible citizen at the local, national, and global
levels.
Life Skills: manage resources, explore vocations, and acquire a variety of
essential life skills.
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SCHEDULE BUILDING
PROCESS Selecting
Classes
Students should be sure to select second choice classes unless they are guaranteed
a spot in a continuing class. Registration
Students should consider their IEP goals as they register for each class. Students
are encouraged to talk to teachers to check for class compatibility with students
desire, ability, and IEP goals.
Class sizes are limited; therefore students and parents should be aware that not all
students get all of their first choice classes.
Problem Solving
The teacher of an overfilled class uses a lottery system to reduce the size of the
class, and creates a list of students who were bumped from a class.
Students are informed by their Advisor if they have been bumped from any of
their first choice classes.
Those who have been bumped should be re-advised to register for second
choice classes that are still open, or look for alternatives.
Students then re-register for another class during those class periods that have
been affected.
9. PERSONAL LEARNING
(SECONDARY)
AND
APPRENTICESHIP - This SDL helps you explore the world outside of school, make
connections in the community, and explore how to participate in a work environment.
understanding of helping others so that you may make a positive impact in the
community.
Dynamic Investigation of Great Stuff - In this SDL you will explore a topic
indepth. There are several parts to a DIGS include developing a formal plan, conducting
background research, an experiential DO part, a formal sharing designed to educate
peers, and an evaluation.
DEMONSTRATION OF READINESS (DOR) (PRE-WALKABOUT )
LEAP students demonstrate readiness for Walkabout by meeting a set of expectations which
demonstrate the acquisition of skills, attitudes, knowledge and behavior necessary to be
successful in the Walkabout program.
LEAP students must complete one major independent self-directed learning project as part of
their Demonstration of Readiness (DOR). DOR projects can be on any topic of the students
choosing, but must follow the Passage Process to demonstrate understanding of the steps
required to complete a high quality Passage. Knowledge of, and ability to, effectively use the
Passage Process includes the following:
Writing a high quality final draft Proposal and Wrap-Up which has been through
a peer editing process with Triad, Advisor, and Consultant.
DOR PRESENTATION
A formal presentation of readiness for Walkabout is required to make the transition from
PreWalkabout to Walkabout. This is a presentation of learning that highlights the challenges and
accomplishments which the student experienced during the execution of the DOR. Students
must clearly articulate and provide documentation of the following:
Completed product
PASSAGES (WALKABOUT)
Walkabout, inspired by an Australian rite-of-passage, is the final phase of the program in which
each student demonstrates readiness to function as an adult by doing six Passages, the actual
transition to adulthood. Passages are begun when the advisor agrees that the student has the
foundation of skills, knowledge, attitudes, and behaviors necessary to succeed and has
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demonstrated the ability to set meaningful goals and attain them. Passages are personally
challenging projects developed by each student in six different areas to demonstrate the ability to
apply his or her skills in the real world. The Passage process includes the writing of a proposal
which is approved by a committee of peers, the advisor, and a staff consultant. Mentors and
parents may also participate. Upon completion of the Passage, the student reconvenes the
committee and presents a written summary for final approval. The six Passage areas are as
follows:
ADVENTURE: A quest, a personal and meaningful challenge, the pursuit of which requires
courage, endurance, self-reliance, and intelligent decision-making.
Beginnings Trips, Wilderness Trip, and one additional extended trip at both the PreWalkabout
and Walkabout level.
ADVISOR SUPPORT/TRUST
Due to the nature of risks involved in the Travel Program at the Open School, students must
demonstrate a high level of trust and responsibility prior to being eligible to attend any trip
(except for orientation trips such as the Wilderness Trip). As a result, every student must have
Advisor support in writing submitted to the trip sponsor prior to departure. Advisor discretion is
a critical factor in determining student eligibility for the Travel Program; the following is a list of
some indicators that may be used to assess student trust levels:
Maintenance of an open dialogue with the Advisor through regular attendance and
positive participation in individual Advising meetings;
FOUR NON-NEGOTIABLES
Due to the risk inherent in operating the Travel Program, the Open School has adopted four
nonnegotiable standards of behavior for all school related activities (commonly referred to as the
Four Nos). Violations of the Four Nos will result in the immediate removal of the student
from the travel experience at the parents time and expense. In addition the Drug, Alcohol,
Violence and Trust policy will take effect.
No Sex
No Drugs/Alcohol
No Tobacco
No Violence
Note: All Grants must be paid back in full through a thoroughly documented, school-based
service project prior to obtaining another travel Grant/Scholarship.
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In addition to the following policies, as a Jefferson County School District Option School the
Open School is subject to all the terms and conditions outlined in the Jeffco Public Schools Code
of Conduct. All Open School students and parent/guardians are expected to be familiar with the
responsibilities outlined in the Code of Conduct.
1. ADVISOR DISCRETION
Advisor Discretion is paramount to the Advisee/Advisor relationship in all facets of the Jefferson
County Open School program. Please refer to Advisor Discretion on page two for a more
detailed description.
ADVISOR CHANGE PROCEDURE (SECONDARY)
As the Advisor-Advisee relationship is critical to the success of each student in the program,
students and Advisors are empowered to initiate a change of Advisor. The Change Procedure has
been adopted to guide the Advisor change process.
STUDENT INITIATED:
Students wishing to initiate a change of Advisor should follow the steps listed below:
Discuss the possibility of making the proposed change with parents, Advisor, and
prospective Advisor(s);
ADVISOR INITIATED:
Advisors who have experienced a loss of trust in an Advisee so great as to warrant and Advisor
change by withdrawal of support should follow the steps listed below:
Discuss issues and strategies related to the Advisee with peers, support group, or
in staff meetings;
Discuss the possibility of an Advisor change with the team in a staff meeting to
determine if the Advisee has support to seek out a new Advisor. If it is
determined that the Advisee has support to change Advisors, provide a window of
time for the Advisee to seek out a new Advisor.
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If there is support, set up a meeting with the Advisee and the prospective new
Advisor to facilitate the change.
Because the Advisory system is paramount to student success, if it is determined,
in the staff meeting, that no staff person is willing to support the Advisee in an
Advising capacity, then the Advisee will be asked to leave the program.
2. ATTENDANCE
To report absences please contact our attendance line at 303-982-7053.
The goal of our attendance policy is to support families and children. We believe strongly in the
experiential nature of learning at the Open School; students who miss school are not able to
make up this aspect of their education. We recognize that excessive tardiness or absence can be a
cry for help from the family or the student. We believe that if we work together within our
school and with Jeffco Public Schools Student Outreach, we can make a difference for children.
Attendance issue brought to
Advisors attention
Attendance Reminder
Letter
Medical Letter
5. At any time when 10 or more days of excused absences for the first
semester or 20 or more days of excused absences for the school year, a
parent can provide the school with a Medical
Letter.
6. If parent is taking student out of school for a learning
experience, the parent and/or student should provide notification
to the advisor indicating purpose and duration
7. Student will still be counted absent and when student has 10
excused the Attendance Reminder Letter will be sent home.
Notification of Out of
School Learning
Experiences/First Letter
Request a Compulsory
Letter
Is it safe?
Is it kind?
Is it appropriate?
Intervention
Possible Solutions
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Lowest Level
Self-monitoring
More Serious
Teacher/Advisor Confrontation
Advisor Informed
Contract
Withdrawal of support
school walls. While engaged in Personal Learning and Individual Direction (PLAID) days,
students will necessarily be out of the building as they pursue apprenticeships, community
service work, and other learning opportunities. As a result, students will not be directly
supervised by Jefferson County Open School staff during these times. It is therefore required that
students communicate all relevant information (address, phone number, times, transportation
methods, etc.) in a written proposal that has been signed by their parent, Advisor, Consultant,
and Triad prior to beginning a SDL/DOR/Passage learning experience. Note: parent consent is
not negotiable. The aforementioned signatures are indicative of the high level of trust the student
has attained and the full support and knowledge of the risks inherent in such activities. While
trust has elements of subjectivity which must be determined by the Parent and Advisor, some
indicators include:
Well written individual proposal with parents, Advisor, and Triad support
signatures;
Advisor reviews on a block-by-block basis to ensure that trust has been
maintained through compliance with all previously listed criteria.
5. TRUST
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At the Open School, students have a responsibility to able to be trusted and depended on as part
of the Open School community. It is a core belief that all students are inherently good, and given
the choice, students will to do the right thing. As a result, students are trusted to make important
decisions about their education including appropriate class schedules, PLAID day activities,
Travel Program participation, and more. It is therefore critical that students and parents work
with the Advisor to establish a trusting and supportive relationship.
TRUST VIOLATIONS
Violations of student norms, expectations, and responsibilities are taken seriously. Violations of
Trust will result in a loss of privileges and/or suspension/expulsion as detailed in the Code of
Conduct. Details will be determined by the Advisor, parent, student, and/or Administrator (if
necessary). In addition to suspension/expulsion, privileges that may be revoked could include,
but are not limited to: Open and/or Off Campus, participation in the Travel Program,
participation in the PLAID day program, etc. The Open School utilizes a discipline model which
views mistakes as learning opportunities, both for individuals and the community as a whole. It
is therefore the students responsibility to reestablish a trusting relationship with the Advisor and
the Open School community.
Note: In the event of a Trust Violation the JPS Code of Conduct will be consulted and students
will be subject to possible suspension/expulsion.
FOUR NON-NEGOTIABLES
Due to the risks inherent in operating a program like the Open School which includes travel,
Open and/or Off Campus privileges, PLAID days, etc., the Open School has adopted the four
non-negotiable standards of behavior for all school related activities (commonly referred to as
the Four No"s). No Sex
No Drugs/Alcohol
No Tobacco
No Violence
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In cases of student possession, use, abuse, intent to use, trafficking of alcohol or other drugs,
including overthe-counter medications, the Open School upholds the JPS Code of Conduct.
Violence is defined as any physical act of shoving, punching, slapping, hitting, or any manner of
violating another persons body or space. This includes sexual harassment, as well as threatening
another person verbally, physically, or with any kind of weapon. Verbal abuse may include
threats or the use of abusive language.
First offense- District policies are followed regarding formal suspension or expulsion for drugs,
alcohol or violence; an Advisor may impose an informal suspension for general trust violations.
Before re-entry into the community, the student must take part in a conference attended by the
parent(s), Advisor, and Administrator. In addition to the aforementioned suspensions, the student
is prohibited from taking part in overnight trips, including Advisory trips, for a minimum of six
months (with the exception of required curricular trips such as the Wilderness Trip). The six
month travel ban is non-negotiable. This trip suspension begins on the first day of the formal or
informal suspension.
After a trusting relationship has been re-established with the students Advisor and the school
community, a student may request to have trip privileges reinstated by presenting a convincing
case to a committee comprised of the Advisor, Administrator, parents, Triad, and trip sponsor.
The committee will decide, by consensus, whether the student has satisfactorily demonstrated
that he or she is trustworthy.
Second offense- All district policies apply. At this time, the question of whether the Open School
is the right learning environment for the student becomes the paramount topic of discussion. A
parent conference/support group will be convened to consider alternatives, which can include a
plan for counseling, treatment, therapy, or other appropriate help. A contract will be developed
governing the actions and expectations for the student; in most cases, the contract will include an
appropriate leave from the school with the return based on the demonstration of the ability to
make responsible choices and to be trustworthy.
In situations where the trusting relationship between Advisor and Advisee has been
compromised to such an extent that the Advisor can no longer work with the student, the Advisor
may withdraw support for the student to remain in his/her Advisory group. If this occurs, the
student may seek the support of another appropriate level Advisor (i.e. PreWalkabout or
Walkabout), if such a choice is determined appropriate by the greater staff. If no support is found
on the secondary team, the student will be asked to leave the program.
Withdrawal of support for a specific trip- General trust violations may include lying, cheating,
stealing, other egregious acts committed against members of the community, or serious lack of
engagement in the program as demonstrated by failure to follow the IEP, meet community
expectations, attend classes or complete evaluations. An Advisor may withdraw support for a
specific trip if the Advisee demonstrates behaviors which cause his/her ability to be sufficiently
trusted to be in doubt.
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6. VISITORS
In order to provide the best educational experience to our visitors, and ensuring safe and smooth
operations, we follow a policy that addresses the various types of visitors:
Parents- parents are always welcome to visit. As a courtesy, parents should call in
advance to coordinate the visit;
Alumni- Graduates are welcome to visit. They should sign in at the office and
wear a visitors pass;
Other- Former students, and friends and family of current students often express
interest in visiting. We do not encourage or support visits unless a student is genuinely
interested in enrolling in our program.
Note: Unless circumstances are extremely unusual, and Advisors have been contacted IN
ADVANCE, we will not allow visitors who are not prospective students.
relationship is established, Advisors can provide deep and meaningful feedback to assist each
Advisee in the creation of a relevant personal, social, and intellectual program.
Consultant:
The SDL/DOR/Passage process requires that students work with a Consultant. These are
individuals, usually staff members, who work one-on-one with students to meet the objectives of
their SDL/DOR/Passage. Consultants are involved throughout the entire process, including
being present at both the Proposal and Passage Wrap-up meetings.
Community Circle:
Community Circle is an all IA (Elementary grades 4-6) meeting where students participate in the
democratic Governance of the school. In addition to disseminating information, students
celebrate successes, discuss school-wide issues and solve problems collectively.
Community Service:
Community Service involves students in practical, productive experiences which address actual
needs and develops a sense of pride in self and school. Students improve self-image, increase
understanding of personal abilities and limits, break down stereotypes, increase empathy, and
create a profound sense of fulfillment.
Day of Dialogue:
A Day of Dialogue is an educational experience which is student-created. In order to preserve the
institutional flexibility to respond to the teachable moment, a Day of Dialogue allows student
and staff to respond collectively by stopping the daily schedule to dedicate an entire day to focus
on current events, student needs, a student celebration of learning, or a crisis.
DOR:
Demonstration of Readiness is the major Self-Directed Learning project for the LEAP program.
Successful completion of this project is required prior to transitioning into the Walkabout
Program.
End-of-Year Transcript:
End-of-Year Transcripts are evaluations of each students experience at the end of each school
year. End-ofYear Transcripts are written by the student and include a Personal Statement, class
list, Advisor support letters, and a written documentation of each individual learning experience.
Both Mid- and End-of-Year Transcripts combine in a continuing document which is incorporated
into the Final Transcript.
Evaluations:
Narrative evaluations form the foundation of self-assessment documentation, and are critical to
monitoring the progress of each student at the Open School. All class and self-directed learning
experiences are assessed through the evaluation process. By reflecting on their personal, social,
and intellectual growth, students chart their progress through the Graduation Expectations.
Fairness (Student Judiciary):
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Out of
School
Planned
Unplanned
Final Transcript:
The culmination of each students experience at the Open School is documented in the Final
Transcript. An Open School Transcript is written by the student and includes a Personal
Statement, class list, Advisor support letters, and written documentation of each individual
learning experience.
Five Goals:
The Five Goals are guiding principles which influence all aspects of the program. Students
should be able to:
Governance:
Governance is an all-secondary school meeting in which students participate in the democratic
Governance of the school. In addition to disseminating information, students celebrate successes,
discuss school-wide issues and solve problems collectively. The structure of Governance is
usually established by Leadership.
Graduation Expectations:
Considered in the development of each students IEP / Goals, the Graduation Expectations
establish criteria for personal, social, and intellectual growth. Students must demonstrate
significant growth, to an appropriate level of proficiency, in each of the Graduation Expectations,
as agreed upon by the Advisor and Advisee. At the Elementary level growth is evaluated based
on a continuum consisting of Emerging, Developing, Expanding, Connecting, and Bridging. At
the Secondary level growth is evaluated based on a continuum consisting of Exposure,
Experience, Comprehension, Competence, and Excellence. Evaluation occurs during individual
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Advising meetings using the Graduation Expectations rubrics and each students portfolio
documentation.
IEP (Individualized Educational Plan):
Each student regularly creates, works toward, and evaluates his/her individual progress through
the Open
School by incorporating personal, social, and intellectual goals in an Individualized Educational
Plan (IEP). IEP goals are worked out between each student, parent, and Advisor, and are utilized
to develop the students Mutually Agreeable Plan for class schedules and self-directed learning
through SDL/DOR/Passages.
LEAP:
The Leadership Program (LEAP) is an intensive curriculum designed to orient new and
transitioning students into the Walkabout program. Students must demonstrate the internalization
of the Three Domains, Four Quadrants, Five Goals, and Twelve Characteristics of an Effective
Self-Directed Learner. The culminating project is the DOR.
Leadership:
This class is designed to support students in the actual Governance of the school. The group
works out the details of various student- or staff-generated proposals which are then distributed
to, and discussed in, the democratic decision-making process, either in Group Advising or
Governance.
MAP (Mutually Agreeable Plan):
Mutually Agreeable Plans are designed to provide the greatest possibility of successfully
completing a students IEP goals. The MAP includes what is conventionally referred to as a class
schedule, but is expanded to include SDL/DOR/Passage Work, Self-Directed Learning projects,
Trips, Community College classes, Vocational School classes, work study, and other activities
designed to help students meet their personal, social, and intellectual goals.
Mid-Year Transcript:
The Mid-Year Transcript is an evaluation of each students experience at the end of the fall
semester. MidYear Transcripts are written by students and include a Personal Statement, class
list, Advisor support letters, and a written documentation of each individual learning experience.
Passages:
Passages are personally challenging projects developed by each student in six different areas to
demonstrate the ability to apply skills in the real world. The six Passage areas are: Adventure,
Career Exploration, Creative Expression, Global Awareness, Logical Inquiry and Practical
Skills.
PreWalkabout:
Students spend two to three years are spent in the Pre-Walkabout program. This is to prepare
them for their final three years that they will spend in the Walkabout program.
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Proposal:
The SDL/DOR/Passage process includes the writing of a proposal which is approved by a
committee of peers, the Advisor and a staff Consultant. Consultant, Advisor and Triad are
required to attend this meeting. Mentors and parents are encouraged to participate.
PLAID (Personal Learning and Independent Discovery):
Self-Directed learning experiences help students understand themselves as individuals and as
contributing members of society through interdisciplinary, experiential, 'real world' education.
PLAID Day plans may include apprenticeships, community service project, Passage work, and
other self-directed projects.
Portfolio:
A body of evidence gathered by each student and their Advisor to document personal, social, and
intellectual growth on the Graduation Expectations. Portfolios are required in order for students
to demonstrate readiness from one level of the program to the next.
Three Domains:
In a holistic approach to teaching and learning all three domains, personal, social, and
intellectual, are equally considered in the learning process.
Triads:
Triads are peer support groups which assist students in personal, social, and intellectual growth.
These groups form a network which supports each member through the Passage process.
Trips:
Trips are an integral part of the Open School program. Trips provide excellent learning
opportunities in the real world and often prove to be a turning point in a students life
reawakening the joy of learning, establishing trust in self, others, and the school community,
creating ownership of school and ones actions, and reaffirming self-esteem.
Twelve Characteristics of an Effective Self-Directed Learner:
The twelve Characteristics of an Effective Self-Directed Learner are the primary attributes that
any selfdirected learner must possess.
Has Vision
Has a Goal
Develops a strategic Plan
Has high Self-Esteem
Takes calculated Risks
Is Self-Disciplined, determined and persistent
Is Organized (time, effort, resources)
Has a Support Network
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Voyage:
Guided: Guided Voyages are design to assist students in beginning the transition from
teacherdirected to student-directed learning. Students develop the skills necessary to develop
meaningful independent projects by setting goals, planning, doing, and evaluating independent
work.
Self-Directed: As part of the transition to Pre-Walkabout, Bridges students apply the skills they
have learned through Guided Voyages to a Self-Directed Learning Voyage. SDL Voyages
require students to seek out and secure meaningful projects, write a detailed proposal, set clear
goals, follow through on commitments, and articulate personal, social, and intellectual growth.
Walkabout:
Inspired by an Australian rite-of-Passage, Walkabout is the final phase of the Open School
program in which each student demonstrates readiness to function as an adult by completing six
Passages, providing the actual transition to adulthood.
Wilderness Trip:
The Wilderness Trip is a multi-day backpacking trip designed to orient students to the
Walkabout program and Jefferson County Open School. Students spend the first three days of
school participating in wilderness survival lessons, working together in group building activities,
learning about the school community, and planning the logistics of the trip. Each trail group
consists of new students to the Walkabout program, student leaders, and an Advisor. Although
this is a physically and emotionally demanding trip, students walk away with a sense of
accomplishment and deepened relationships with students and staff.
Wrap Up:
Upon completion of the SDL/DOR/Passage, the student reconvenes the committee that was
present for the proposal and presents a written summary for final approval.
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Triads are peer support groups, usually developed within each Advising group, which aid
students in personal, social, and intellectual growth. These groups form a network which
supports each member through the Self-Directed Learning process
(Voyage/SDL/DOR/Passage). In order to graduate from the Open School Program, each student
is required to contribute to and receive support from a working Triad. Triads can be the
strongest support system to assist a student as s/he negotiates the Secondary Program.
TRIAD EXPECTATION:
Each Triad member will read and give feedback on all Voyages/SDL/DOR/Passage work
prior to the meeting (proposals, wrap-ups, portfolios, off campus proposals, research
papers, etc.);
In the Secondary, Triads will meet for an hour a week to share Goals/IEPs, monitor
progress through the program, support one another on issues relevant to personal, social,
and intellectual growth and challenges, read one anothers work, check on success with
classes, trips and other learning opportunities;
Triads will evaluate their effectiveness on a regular basis and hold one another
accountable;
Triad effectiveness will be evaluated by each student in their Mid-Year and End-of-Year
Transcripts.
accessible
online
at
The Jefferson County Open School (JCOS) Owners Manual (aka: Student/Parent Handbook) is accessible
online at http://tinyurl.com/1415-Owner-s-Manual
These booklets have been prepared to provide you and your student with information relating to your
students rights and responsibilities as a student in Jefferson County Public Schools, in addition to the
mission, goals, philosophy and practices of the Open School. In order for the Open School program to
have the greatest positive effect, we need the support of you and your student. This form must be signed
and returned at registration.
Grade
Parent/Guardian Signature
Date
been developed. (A copy of this agreement will be distributed to students and must be completed and
signed by the student and/the student's parent/legal guardian before a student is allowed to access district
computing resources.)
Acceptable Use Agreement for Students
All computers having Internet access must be used in a responsible, efficient, ethical and legal manner.
Failure to adhere to district policy JS, "Student Use of the Internet," will result in revocation of access
privileges; restitution for costs associated with damages; and, may result in disciplinary action as
indicated the paragraphs below, and/or legal action. I have read and understand district policy JS,
"Student Use of the Internet," and agree to abide by its terms. I further understand that violation of district
policy JS, "Student Use of the Internet." may result in my loss of Internet access and/or computer use
privileges, and school discipline (including suspension or expulsion) being taken against me, legal action
being taken against me, and/or restitution by me for costs associated with any damages caused by such
violations.
_____________________________________ ______________________________
Students Name (PLEASE PRINT)
Todays Date
_____________________________________
Students Signature
Parent or Guardian: As the parent or legal guardian of the above student, I give my consent to his/her
use of school computers to access the Internet for school-related academic purposes while at school under
the terms and conditions set forth above. All students regardless of age must have this contract signed by
a parent/guardian in order to access the Internet at school.
_____________________________________ ______________________________
Parents Name (PLEASE PRINT)
Todays Date
_____________________________________
Parents Signature
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