|
Guiding Principles
A ConVal student's education . .
.
- balances traditional knowledge
and skills with innovative, real-world applications;
- fosters critical thinking and
problem solving, both individual and collaborative;
- draws the school, family and
community together to instill student responsibility, respect and citizenship
- inspires the development of strong,
internal standards of quality.
Student Expectations
- Students, in their daily interactions,
will accept diversity by respecting themselves and others.
- Students will actively engage
themselves in the learning process.
- Students will personally challenge
themselves.
- Students will plan and pursue
school experiences based on future goals.
- Students will develop skills
to become lifelong learners in order to prepare themselves for a world
of rapid change and unforeseeable demands.
- Students will value the school
environment and contribute to the school community.
- Students will write and speak
in a clear, organized manner.
- Students will access, process
and apply information effectively.
- Students will solve problems
by utilizing and analyzing information from a variety of sources.
- Students will demonstrate critical
and creative thinking.
- >Students will use technology
in management of information.
- Students will work effectively
with others.
NHEIAP Standard:
- Students will read fluently,
with understanding and appreciation.
- Students will write effectively
for a variety of purposes and audiences.
- Students will speak purposefully
and articulately.
- Students will listen and view
attentively and critically.
- Students will understand, appreciate,
interpret, and critically analyze classical and contemporary American
and British literature as well as literary works translated into English.
- Students will use reading, writing,
speaking, listening, and viewing to gather and organize information,
to communicate effectively; and to succeed in educational, occupational,
civic, social, and everyday settings.
Documentations
of Learning
Documentations of Learning (DLP's)
are portfolios which contains documentation of what the student has learned
and completed during a week.
DLP's should include:
- All home work and class work
for the week. Be sure to include notes you took on class activities,
handouts you marked up, and returned quizzes, tests, papers and other
assigned and evaluated work, excluding earlier DLP's.
- A narrative on what you gained
in thought, skills, experience or ideas from the assigned work and class
activities.
The narrative should pinpoint where,
when and why your learning took place. For instance, don't just write "I
learned that authors can use symbols to increase meaning." Add to that
what symbol you learned that from, where you thought about it, and why you
made the connection at this point in time. The narrative should
also include praise for efforts or accomplishments by individuals in the
class suitable for anonymous sharing by the teacher. the narrative should
also contain a discussion of what went well during the week, and a discussion
of what could have gone better.
The final
section of the narrative should list and evaluate movement toward personal
goals for the class. If a student has identified improving writing skills,
learning vocabulary and improving collaborative skills as personal goals,
he should then list and comment on progress made them, citing activities
or assignments completed in which the goals were addressed.The intent
of this process is to encourage students to actively reflect on their
learning and to identify its sources and instances. DLP's also allow students
to use critical thinking and communication skills, and students will be
evaluated on the quality of their DLP's content and form—both what
they learned and how well they express that learning.
|