Compass School began using portfolios as an alternative means of assessment and accountability to serve a function similar to a high stakes graduation exam, but in a form that we thought we would be more flexible for diverse learners and a more personalized and less standardized process. We figured a collection of student work would serve to demonstrate readiness for graduation and meeting of standards. In general, we saw this as a more humane and more nuanced assessment process than standardized testing, but at heart, it was still just another means of assessment.

From the school’s founding in 1999, teachers knew they wanted to implement a portfolio process. Amidst everything else involved with starting a school, this was put on a back burner at first, and then was a topic of a lot of planning time trying to figure out all the details portfolios might require. There were endless questions—what standards applied, who would grade these, how to collect materials, which materials were required and in what learning realms, what rubrics to use… We could have discussed this for years (or at least assign it to a committee who could do this for us). Finally, with some leadership prodding, we decided to just try it as a “pilot” (thereby lessening the concerns of the most reluctant teachers). So, in January of 2002, we told our first class of seniors they had this wonderful new “opportunity” (requirement) to pilot the graduation portfolio process.

Much of the original format and documentation for the process we borrowed from Souhegan High School, a long time CES school in Amherst, New Hampshire. The basic outline of the process was that students would collect several pieces of work in each of our school’s 5 learning realms (Knowledge, Communication, Critical Thinking, Community Involvement, and Personal Development)) and for the area of Knowledge, would have work in each subject (Humanities, Science and Technology, Foreign Language, Math). For each area, the student would write a cover letter reflecting on their accomplishments and growth, as well as an overall cover letter for the whole portfolio that reflected on their growth and learning through their high school years. This would all be presented at a “roundtable” consisting of the school director, the student’s advisor, another teacher, parents, a peer, and an outside community member. With that loose framework, we set the kids off to work and looked forward to seeing what would happen once the roundtables rolled around in May.

Lesson #1: Avoiding “Senioritis”

The first lesson of the portfolio process was that our seniors probably worked harder in the month of May than they had in the previous 3 years. Rather than having a senior slump, the students were working busily to find work representing their learning (a key decision was allowing learning from outside school to count as well), to edit and improve various pieces, to reflect with each other and their teachers about their learning, and to work together to help each other be successful.

When the first roundtable ended, which was for our top student, a shock went through the students when they learned he had not passed and would have to present again. Suddenly, the stakes and seriousness of this process were raised considerably. (It turned out that this student began his roundtable by saying he was not fully ready and wanted to present later. Since getting his work done on time was a continual struggle for him, his roundtable felt he would gain by having to present whatever he had, and then present again later.) Right off, we were learning, this was a process that was personalized for the student, and that rather than just a hurdle to put behind you, this could be a learning experience in itself.

Lesson #2: Individualization

Roundtable #2—the weakest student in the class. Outside community member—Claire Oglesby— a retired master teacher who had a feature film made about her teaching (We intentionally selected outside community members the first year who we thought had some insight into school and would be accepting of shortcomings in the school and the process in its first iteration).

Richie, who was the student who had struggled most with school his whole life, was our first successful portfolio graduate. Although no one on his panel would have complained if some elements of his portfolio were stronger, it was clear to all involved that he had performed at his potential, had a sense of direction, and was ready to move on to his next step in life (in his case, following his dream of getting his captain’s license at seamanship school in Florida).

And so precedent #2 was begun—no predetermined grading system would apply to every student. Although we had scoring rubrics for each learning realm, we have never set a specific target for passing. The criteria for passing was not proficiency in all 8 realms, or some overall percentage or anything except the idea of readiness for graduation as determined by this roundtable committee. It is not that people don’t refer to the rubrics or use these to identify expectations; it is just that each student meets these in different ways.

Lesson #3: Emotions

The next roundtable was for a girl who had some identified learning disabilities who through great diligence consistently handed in some of the best work in the class. She had invited her kindergarten teacher to her roundtable. With a voice reminiscent of Mrs. Doubtfire, her childhood teacher expressed awe at Chelsea’s accomplishments, particularly in light of questions her elementary teachers had raised about whether Chelsea would ever be successful in school given her learning challenges. Given this past, the teacher gently inquired, “I have to ask, did you get help with this work?” With great confidence, Chelsea related how she consciously had pushed herself toward academic independence in her senior year. Bringing tears to all our eyes, especially with respect to Chelsea’s father who had died from a brain tumor less that a year ago, the teacher observed, “Your mother and father would be very proud of you.” Thus, precedent #3—emotions and relationships Mikeer. Far from a sterile assessment process, the roundtable was about the personal—personal growth, relations with parents and teachers and peers, moving from one’s past and onto one’s future. Over time, we would learn the emotional possibilities of the roundtable were limitless.

Lesson #4: Bring Families Together

Another roundtable showed us the rite of passage for parents and their children. Here was a child presenting herself and her work and her readiness to move on as a young adult. And here were parents sitting across the table not just as care givers, but also as evaluators judging their child’s readiness to graduate. In voting to pass the portfolio, and commenting on the student’s work and reflective letter and presentation, the parents were, in essence, granting independence to their child. There are few rituals in America that so clearly and compellingly celebrates parents’ recognition of the transition from childhood to adulthood.

Lesson 5: Strengthening Community

One other surprising result of the roundtable process is what we have learned about community. The roundtable panel puts together a group never before constituted and asks them to make a high stakes decision about the readiness of a child to graduate. The thoughtful discourse between parents, teachers, students, and community members models the best of civil discussion and working towards consensus. There is nothing contrived about the community building that occurs in a short period around truly meaningful work. To be part of this is an honor for all involved, and particularly so for the student peer evaluators who are treated as equals in this process and rise to the occasion with what are usually the most insightful, cogent, and balanced observations.

Lesson 6: The High Point

Since these original roundtables, there have been countless other compelling stories. To many in our school, the graduation roundtable is the best single thing we do. It serves as a rite of passage unlike any other in our students’ lives. For teachers, this is consistently the highlight of the year, offering the most gratifying memories in their careers. For students, these have become ever more serious and meaningful (so much so they wear fancy clothes for the roundtable far nicer than anything the teachers own). For parents, the roundtable is a chance to pay tribute to their child and bless his or her transition to adulthood. For the community members, this is a chance to meet a high school student and get behind generalizations about “youth” or school performance and to consider what are real and reasonable standards for real kids. And for all of us, the roundtable is a chance to honor and celebrate the learning process, and the individual students this serves.

Portfolio Examples

These are three portfolios from the graduating class of 2006 and one from our first graduating class in 2002. These were chosen through no other process than the students are still in the area near school so I could ask to borrow these. (Without singling out the students, I would mention that two are from students with IEPs, and two are from more traditionally strong students.)

In the actual roundtable, the student has one cover letter for each participant to read initially. While the panel members read the letter, the student separates each folder from the binder for roundtable participants to review in the following 20-30 minutes. Obviously, not everyone can closely review each piece of work. I think most people read the reflective letter for each realm, and then selectively look at evidence. This is somewhat easier for teachers and students who often are familiar with the work—for community members and even parents, this is sometimes the first time they have seen these pieces of work. While there is not enough work in a portfolio to demonstrate mastery in a realm beyond any doubt, we look to see if the work in the folder validate the insights expressed in student’s reflective letter.

Logistics and the Portfolio Process

Students must present their portfolio in a roundtable format in grades 8, 10, and 12. Most of the work of collecting and selecting work occurs through advisory, which meets Tuesdays and Fridays for 30 minutes (Only Tuesdays usually are used as portfolio time). We have devoted 5-7 90 minute blocks on Wednesdays throughout the year for more extended portfolio preparation time. As you would expect, the level of focus during these times increases closer to the end of the year and during portfolio years. (We continue to struggle some with how to encourage student focus on portfolios during their “off years.”)

Graduation roundtables are scheduled the last week in May, almost immediately on the heels of Senior Project presentations. The timing of this is a bit hectic as Senior Project research (often outside school and sometimes outside the United States) occurs from mid April through mid May. When students return from senior projects, they probably work harder than at any other period in their high school career. They must complete their senior project research and write-up and present on the project to the rest of the school. And they must finalize their portfolios for the roundtable.

Graduation roundtable panels consist of the student’s parents and a peer the student invites, the school director, the student’s advisor, a school board member, and at least one other teacher (increasingly, many teachers want to attend roundtables since they are so gratifying to be part of, so we are forced to limit this to retain some sense of intimacy). Students often invite other family members, friends from outside the school, or other people important in their life or educational process. Finally, a school administrator invites community members and they are scheduled into slots by availability without regard to the particular student involved.

We see the community members as our “crap detectors.” I don’t think the rest of the panel would be biased by personal feelings for the student, but surely the outside community member who has no prior experience with the student brings a real world view on what he or she thinks is needed to be ready for life after high school.

In the first year, we invited community members whom we felt would be understanding of any shortcomings in the process. But now, we invite people we think are influential in our area, as they invariably are impressed by the students and thereby can help generate wider community support for our school based on this powerful experience. Community leaders such as the town manager, police chief, bookstore owner, elementary school principal, bank manager, and college education professor all have helped enhance the legitimacy and value of the roundtable process.

Each roundtable is scheduled for 90 minutes (see the breakdown of this time in document in this folder). The advisor serves as the “host” of the process, explaining the process to the roundtable participants and introducing the student. The advisor sets the tone of the roundtable and manages the flow of the process (the professional growth of teachers as they lead the senior roundtables has been a huge bonus of this process).

There are three possible outcomes to the roundtable—Pass, Pass with Conditions, or Present Again. Once everyone has had ample opportunity to review the student work and ask questions of the student, the student leaves the room and the panel is left to decide the outcome. This is a tremendously meaningful discussion (and a touching example of community building through meaningful work). This discussion can take from 5 to 15+ minutes. Probably about 50% of the time students are passed with conditions. These range from correcting spelling or grammatical errors in reflective letters to producing more evidence in one or two learning realms to more personal directives that the panel feels will make the process more meaningful to the student and help them complete the process with the great pride. At times, the condition will be optional, letting the student make what we hope is a mature decision reflecting their own high standards. Usually, the conditional pass involves resubmitting some work to one or two panel members, most usually the advisor. A small number of students have to present again to the whole panel, and while onerous, these have often proved among the most meaningful lessons about preparation, responsibility, forgiveness, and support.

Once a decision is reached, the presenting student is invited back in, told the result, and then given feedback from members of the panel. This personal feedback is often the most emotional part of the process, as parents, teachers, peers, and community members offer pointed and specific praise and advice for the soon to be graduated student.

One final logistical note: We usually schedule 3 roundtables in a row, from about 2:30-7:00. Since an advisor has about 10 advisees, this entails 3 days of back to back roundtables for the teacher. This can be a real test on one’s energy, but the emotional power and gratification of the process always makes up for the time it requires.

Evidence: Included here is the guide for students in preparing their portfolio, the schedule for the roundtable itself, and a description of the roundtable from the school handbook. These are all available under resources on our website www.compass-school.org.

Rubrics

These are the rubrics that are available at the roundtable. They are written to encompass grades 7-12. We wrote them about 5 years ago, and they are used as guideposts but are not used in classes in any organized way. Undoubtedly, there are surely ways the rubrics themselves could be improved and the way they are used throughout the year. They are used by students and advisors when selecting work for the portfolio, as well as helping students to understand the learning realms and expectations. At the roundtable, some panelists, especially the outside community members, refer to them to get a sense of what is expected.

We don’t have any specific score students must achieve to pass the roundtable. Although we aim to have students meet the 12th grade standard in each realm, we feel there are circumstances where some students won’t meet this level in a particular area and this may be okay (what adults do you know who are really strong in every aspect of life?). The key question for us is, “Is this student prepared to be successful in life after high school?” While a student may have a weakness, some of which are even identified in special education plans, the issue for us is how does the student compensate for this so they can succeed? A person weak in math may be sure to use a calculator, or hires a bookkeeper, or marries a partner who is a math wizard. A person who struggles with spelling learns to use spell check and asks for others to proof read. A high school senior may be just reaching a stage of personal development that they are ready to step up in terms of community involvement and leadership, so mastery in this area may come later in life. Beyond some score on the rubric, what the panel looks for seems to be self awareness, accomplishment, and enough knowledge, skills, and sense of direction for the student to be ready for whatever next step they will undertake.

I imagine some might argue that we should have more clear standards and that they apply to every student. This is an understandable sentiment, but for us, we feel that at least at the stage of the roundtable (knowing the student has already passed all their classes with the standards set in each), this is a personal process that recognizes and honors the uniqueness of each individual student.

In almost every roundtable, the outside community member comments, “If I had half this sense of self awareness at age 30, let alone 18, I would have avoided a lot of struggles.” This sense of self—knowing one’s capabilities, having a sense of purpose and knowing how to use one’s strengths to compensate for shortcomings—is what we think ultimately demonstrates a student’s readiness for life beyond high school.

Evidence: Rubrics, Examples of our regular class report cards (both a template and a mock-up of a real one), and an explanation of the indicators used in our learning realms. Examples of the rubrics can be found under resources at www.compass-school.org.

Personalizing Assessment

There are countless ways the roundtable process is personalized. Simply in the configuration of the panel, unique to each child, each roundtable has a little different flavor. The documentation within the portfolio differs for each student, as does their manner of presentation. Sometimes it is hard to find the balance of high expectations for all and attention to the individual. In the end, we think we get it right most of the time by remembering each student is an individual, with unique strengths and weaknesses, and ultimately, education is a personal process that occurs one child at a time. In this folder are a few illustrative stories.

Learning Disabilities..and then Computer Disasters

Mike B. was one of the most admired students in our school. Having come from a special school for dyslexics in 10th grade, he proved himself a hard worker, a devoted friend, a tireless athlete, and a kind and generous person. Skilled with computers, he was always willing to help students or teachers with technology issues. Mike continually struggled with writing, despite individual time with a special educator and much attention from his teachers. He worked diligently on his reflection letters with the special educator and was near finished with this laborious task when his computer crashed 4 days before his scheduled roundtable, losing not only these letters, but much of the documentation of his class work. I can’t think of a student for whom this would have been worse.

Diligently, Mike worked, mostly on his own to rewrite these letters and to try to recover some of his work (by this point, the special education teachers were increasingly busy supporting other students on end of year work). At his roundtable, we read these hastily constructed letters. On the positive side, his letters made sense and communicated his thinking. At the same time, there were many spelling or grammatical distractions, and worse, there was an underlying sense of negativity in all his reflections. In the realm of communication, Mike observed, “I always struggled with communication, especially my writing…” In Humanities, “This has been a hard subject for me…” In community involvement, “There are many people who contribute more to this community than I…” And even personal development, “I have many areas I could be stronger…” Certainly, part of this was Mike’s humility and part a self image from a student with learning disabilities. But this negative tone, we learned from his special education teacher, was not in the original letters.

With Mike out of the room for the panel to decide the roundtable outcome, we discussed what to do. Everyone agreed the letters and the work he presented were below school expectations. But with much of his work gone in the computer crash, what could he do to “make up” the evidence of his learning? Some suggested he edit and improve his reflective letters. Others commented that we maybe shouldn’t have required him to write these at all, arguing that if we are truly respectful of learning differences, we would have allowed him to present in a manner more conducive to his learning style (perhaps something using powerpoint or video or even oral presentation). Mike’s parents expressed unending pride that Mike simply got to this point (they had been told by school officials when he was in 6th grade he was uneducatable and should look for an alternative to normal high school) and were ready to have him pass to honor this accomplishment.

My view was that I was glad we required him to write, as this is necessary in life regardless of what you do, and I was glad to see he had at least the basic communication skills he demonstrated in the letters he hastily rewrote. But to make him redo these letters yet again seemed more like a punishment that truly was insensitive to his learning style. But for most us, we didn’t want this great kid to graduate with this sullen sense of getting by after his computer crashed.

What to do? Someone suggested Mike be asked to do what he does well—something with computers. How about asking him to make a video interviewing students and teachers about what they admire in him? So this was Mike’s final school assignment to graduate—to hear from others all that they value in him, to recognize his many gifts, to leave high school with pride and self awareness and the positive spirit he demonstrated every day throughout his time at Compass. Mike is now at Colorado Mountain College, happily pursuing a career as an outdoor guide, applying his many talents to serve others.

Laziness Meets the Chief of Police

Augie K. was a very frustrating student for me. Blessed with a very sharp mind, Augie had unlimited potential. He was articulate, thoughtful, funny, and personable. He served on School Council all 6 years at Compass, and could be relied on at All School meeting to remind us all to bring a “positive attitude” on every school trip. For a variety of reasons, Augie said he didn’t like reading (and rarely did it) and he wrote with an off-the-cuff style that read more like idle chatter than any reflection of deep or analytic thinking. Still, he was smart enough to skate by with passing grades, and teachers’ endless encouragements to push himself fell on deaf ears.

Come Augie’s roundtable, and lo and behold, just by chance, the outside community member on his panel is the local police chief—in uniform! Not 2 minutes into the process of looking at Augie’s folders of work the chief asks if it is okay to ask questions. Usually, people wait with most questions until after reviewing the compilation of the work, so I thought this question was about the process. But no, the chief says, “I am looking at this French class powerpoint on French military history. You do well with the Napoleonic period and WW2, but I am curious why you made the decision to leave out the Indochinese Conflict and Vietnam?” Augie babbled his way through this one, trying to sound authoritative to cover the intellectual laziness we had all witnessed.

Having survived this query, Augie relaxed just a bit before another question arose from the chief. “I see in this paper you call President Bush a “small minded, misdirected simpleton.” What is your evidence for that?” I smiled inside as Augie squirmed under the same kind of critical questioning I had asked of him throughout his high school career. Augie came up with a somewhat grounded response to this, and then several other equally pointed questions from Chief Clark.

After we had all looked over this work and asked our own questions, we sent Augie off to discuss the outcome. There is usually an awkward moment just after the student leaves and the advisor asks, “So what do people think about the outcome here?” Although some cases are clear passes, and it is easy for someone to jump in and praise the student, when the outcome is less obvious, there is some trepidation about who will speak first. I was ready to jump in and have one last chance to try to push Augie for greater quality and effort. There were many conditions I could think of to make him go back and think more deeply and achieve his potential. But the chief jumped in and in contrast to his seemingly harsh demeanor in grilling Augie, compassionately stated, “I say he should pass without conditions.” I was a bit dumfounded—How could you let him pass after identifying all these weaknesses in his work? The chief went on to explain, “I interview hundreds of people for jobs in my department. I can’t tell you how many times someone breaks down in tears in an interview, intimidated by me, my uniform, whatever. I asked Augie hard questions. He was composed, articulate, thoughtful. Sure he has areas for growth, but he will be successful because he is obviously bright and has an inner strength that will serve him well.”

I stated my argument for some conditions, but together the panel felt an unconditional pass was warranted. When Augie came back in the room, having worked up a good sweat as he waited out this lengthy discussion, he was relieved to learn he passed. And knowing he passed, he was open to the feedback from many around the table that we each saw incredible talents he had, and we also each wanted to encourage him to make the most of these, to push himself, and to step up to make the most of every opportunity that came his way. For once in his high school career, I think he really heard this.

Does Spelling Matter?

Abbie and Laura were close friends in school. Abbie was a solid student, outspoken in both her criticisms and praise of the school and in exercising leadership among her peers. Laura struggled academically, had low self confidence when she came to Compass, but was heroic in designing the costumes for the school play each year, creating Broadway quality costumes on a $20 budget.

Abbie’s portfolio roundtable showcased her articulate, direct, and self assured nature. She spoke confidently about her growth, her abilities, her goals. Everyone on her panel was more than impressed. But, her letters had many spelling mistakes (a long time area of weakness for her). One teacher raised this problem first, and a board member who was a local pediatric doctor concurred that this was important to address. After some debate over whether this shortcoming necessitated conditions (this was the first time we had a portfolio with significant spelling mistakes), the Town Manager chimed in, “To Abbie’s parents, you should be proud as peacocks about your daughter. She will be a huge success in life. But, I know I see stack of job applications in my role, and ones with typos I immediately discard. I think she does need to go back and edit these letters.” This perspective was convincing, both for Abbie’s own learning and so she could take her otherwise wonderful letters and be able to use them elsewhere in her life. She was required to correct the spelling problems, and resubmit to her advisor.

Minutes later, Laura had her roundtable, and I think only I was on both of these. A different student, a different panel. Laura’s portfolio, not surprisingly, was not as strong as Abbie’s. The evidence of her learning was of a lesser quality, the reflective letters less well written, the spelling problems probably more profound. Yet Laura’s portfolio showed her hard work, striving for her personal best, and her many accomplishments in school and outside it. Her letters were thoughtful, honest, and sensitive. When she left the room, the panel all expressed their awe at her growth and accomplishments (without comparing them to other students, such as Abbie). And while this group noted the spelling problems, there was little inclination to make correcting these a condition to pass. When I noted that this was a condition in a previous roundtable, the panel was quick to note that Laura is her own person, and this may not be an appropriate condition for her, even if it was for someone else. But, knowing Laura’s own drive to do her best, it was suggested to her that if she chose, it would be worthwhile to correct the spelling, just so she felt her best about this. To no one’s surprise, she made these corrections for herself.

Quotes from Newsletters

The power of portfolios always inspires a newsletter introduction that celebrates the process and reflects on our experience. Enclosed in this folder are a couple of newsletter introductions from immediately following the roundtable conclusion.

The Power of Senior Portfolios, Again

In what has become a powerful rite of passage at Compass, Senior portfolio roundtables once again proved to be one of the most affirming events of the year. Everyone has come to take this important gateway very seriously, from the seniors themselves to all the members of the panel evaluating the senior’s readiness for graduation.

After all the ups and downs in our daily life at school, it is astounding to see what a difference Compass makes for our students upon graduation time. With poise, self understanding, thoughtfulness, and confidence, each of the seniors showed their graduation committee their readiness to graduate and how, in the end, they met our expectations for their achievement.

These Graduation Portfolio Roundtables remind us why we are here. More than anything I have experienced at the school, these affirm the meaning of a Compass education, with attention to both high expectations for all and the valuing of each individual. It is impossible to convey in words the emotional impact of these roundtables, but let me at least reflect on the elements of the process that make it so powerful.

First, the portfolio roundtable is a real test of individual accountability—the bottom line question for the seniors is to demonstrate they have the knowledge, skills, and attitudes to move on to life beyond high school. While simply reflecting on this question is valuable, these are no coronation merely for time spent at Compass. It is impressive to see the scope of each student’s work and the skills demonstrated (most happily for me, the strong writing ability from every student that reflects, I believe, strong thinking as well).

Second, the presence of outside community members, whom don’t know the student before, validate the experience for us all. Here were unbiased adults looking at the student and his or her work without any of the emotional ties we have in school. In each case, the community members were both impressed and insightful, finding the specialness in each student and confirming our belief in his or her readiness to graduate. And in every case, the outside community members commented on how these students exceeded their personal expectations of what a high school student was capable.

Third, these portfolios embody the principles we are most proud of at Compass—high expectations for every student, attention to the whole person, immersion in diverse experiences, and most significantly, personalization and respect for each individual. While every student has to demonstrate achievement in each of the learning realms, the portfolio process allows, and in fact celebrates, the unique way each student demonstrated mastery in each area. This is far from a standardized test that forces each child into a preset box—each student expresses his or her individuality in exhibiting how he or she had met the standards.

A touching aspect of the roundtable is the importance of bringing families together. Raising adolescents can be difficult as we are tested as parents and we watch, with pride but also with sadness, as our little babies become independent adults. As a parent, I could sense the wonderful pride and closeness this portfolio process engenders as parents are able to witness their child’s presentation of what they have accomplished, who they are, and where they are heading. Like coming of age rituals the world over, the roundtable feels like the ultimate confirmation of moving from childhood to adulthood.

I was most impressed this year by the student peers who sat on each panel. They took their role seriously, and to a person, offered the most thoughtful insights and feedback for the graduating senior. Having equal power and voice to all the adults on the panel, these students showed respect for the process and their peers, and again demonstrated how students step up when given real responsibility.

Finally, the real power of the process is the celebration of the uniqueness of every individual. As we heard from every senior, while Compass does well with academic learning for students, what is truly special at Compass is how students learn who they are—in the words of one graduate, ”I remember now how each of the previous graduates expressed that Compass was the open door for them to find themselves. It seems by the end of our time here, we discover who we are and who we aspire to be.” This is no small accomplishment at any age, and all roundtable participants couldn’t help but be impressed to see these graduates show such confidence, pride and comfort with themselves.

Thank you for all who participated in the roundtable process, especially those from the outside community. Congratulations to the seniors for successfully demonstrating their readiness to graduate. I hope all in the Compass Community can join us to celebrate graduation this Saturday, June 4th at 3:00 pm.

****

Quote of the Week

“I don’t value the Compass experience because it was a success. It was a success because I value it”—Molly Bruce

Senior Roundtables

Once again the senior portfolio roundtables proved to be a most extraordinary and inspiring exhibition of the meaning of a Compass education. While simultaneously a demanding test of individual accountability and a celebration of the uniqueness of each student, the senior roundtable has become a powerful rite of passage for Compass seniors and their families. With poise, intelligence, insight, and heart, each student was able to demonstrate his or her readiness for graduation to a panel including family, peers, teachers, board members, and outside community representatives. The portfolio process requires students to show mastery in the Compass learning realms, but it celebrates the unique ways each student has achieved this.

It is inspiring and at times unbelievable to witness the amount of growth in these students during their time at Compass. Kids who were once hyperactive or awkward or disorganized or lacked confidence have now developed into charming, confident young adults with a sense of who they are and where they are going. I can’t help but cry at every one of these roundtables as I bear witness to this unfolding.

Here are some reflections in the students’ own words:

“The person I have grown into is a leader. I have learned that confidence looks good no Mikeer what clothing you are wearing.”

“Wow, I am graduating from high school. I didn’t think I would ever see this day….I have been given the education and the opportunities that I thought were only in the movies. I am very excited for my future and I will never forget the place that changed my life—Compass School.”

“Compass’s grading system, with the five learning realms and all the different indicators, makes my grades seem more meaningful.”

“I’ve come to know and accept myself and I’ve come to have a better understanding of the world around me.”

“I have been prepared to face any challenges that come my way.”

“I believe that this school has helped me in so many ways, from my writing to my talking, from math to expressing myself. This may sound cheesy, but it is the truth. Without this school I would not be the same person.”

“This place, these people, they have not only made learning fun for me again, they have made life fun for me. There was a time when I thought I should just quit school altogether, and now I can’t imagine life without it.”

“Compass has helped me turn into a young adult and made me realize how much responsibility I have. So many things have changed for me over these four years, and Compass has given me the chance to grow into them.”

“I have cemented myself as a learner… as a [political thinker]… as a world traveler… as a lover of all things intellectual… as a person who wants a better world.”

“I have changed a great deal over the years. I am not the girl I once was— afraid to look around a new building. I go out into the world with a confidence in myself.”

“Despite my earlier years in high school where things were going really badly, I now feel that I am on the right track.”

“Compass has changed me in unimaginable ways. It has made me into a mature, responsible asset to the community and the world.”

The Affirmation of Senior Portfolios

If you read between the lines of this column regularly, I hope you realize that there are many ups and downs in the life of a school. Although collectively it is thrilling that a community of over 100 people can coexist rather successfully day after day, at any given moment there are plenty of individual frustrations, challenges, and questions in the daily life of a school—how do I get Ted to do his homework, why is this topic a challenge for Teresa, can’t you get to class on time, where can I get more scholarship money to make Compass accessible to every child, do I really have to explain why it’s not okay to throw tennis balls against the wall…??? This can drain one’s energy and, at times, to questioning of the reason for our existence at Compass.

Happily, there are moments such as the Graduation Portfolio Roundtables that remind why we are here. I wish everyone could witness the power of these first experiences testing and affirming our seniors’ readiness to graduate. More than anything I have experienced at the school, these affirmed the meaning of a Compass education. It is impossible to convey in words the emotional impact of these roundtables, but let me at least try to share some of the structure that seemed to make these work.

First, the portfolio roundtable is the real test of individual accountability—the bottom line question for the seniors is to demonstrate they have the knowledge, skills, and attitudes to move on to life beyond high school. While simply reflecting on this question is valuable, these were no coronation merely for time spent at Compass (in fact some students had to present again to pass and some others only passed with conditions to resubmit certain work). It was impressive to see the scope of each student’s work (from a science/art project on trees to humanities analysis on Africa to lessons learned from Alice in Wonderland) and the skills demonstrated (most happily for me, the strong writing ability from every student that reflects, I believe, strong thinking as well).

Second, the presence of outside community members, most of whom had never seen the student before, validated the experience for us all. Here were unbiased adults looking at the student and his or her work without any of the emotional ties we have in school. In each case, the community members were both impressed and insightful, finding the specialness in each student and confirming our belief in his or her readiness to graduate.

Third, these embodied the principles we are most proud of at Compass—high expectations for every student, attention to the whole person, immersion in diverse experiences, and most significantly, personalization and respect for each individual. While every student had to demonstrate achievement in each of the learning realms, the portfolio process allowed, and in fact celebrated, the unique way each student demonstrated mastery in each area. This was far from a standardized test that forced each child into a preset box—each student expressed his or her individuality in exhibiting how he or she had met the standards.

A touching benefit of the roundtable I hadn’t expected was the importance of bringing families together. Raising adolescents can be difficult as we are tested as parents and we watch, with pride but also with sadness, as our little babies become independent adults. As a parent, I could sense the wonderful pride and closeness this portfolio process engendered as parents were able to witness their child’s presentation of what they have accomplished, who they are, and where they are heading. Like coming of age rituals the world over, the roundtable felt to all present like the ultimate confirmation of moving from (for lack of a better term) childhood to adulthood.

Finally, the real power of the process was the celebration of the uniqueness of every individual. As a student roundtable evaluator articulated, while Compass of course does well with academic learning for students, what is truly special at Compass is how students learn who they are—in the words of one graduate, ”I’ve learned how to be me.” This is no small accomplishment at any age, and all roundtable participants couldn’t help but be impressed to see these high school graduates show such confidence and pride and comfort with themselves.

Cover Letters

Here are several examples of the cover letters written for the graduation portfolio. A copy of this is provided to each member of the roundtable at the beginning of the roundtable to introduce the student and provide an overview of the student’s learning. As you will see, they are not always perfect (although in more recent years the typos have almost completely disappeared as students have learned that panels have not passed a portfolio due to spelling or grammatical flaws). But they often tend to show strong personal voice, deep introspection, some degree of humor, and, in many cases are very moving.

School Background

In this folder are several documents about the school and its history, and its recent practices. Included are an overview of the school from a grant application, our school brochure, and some samples of our school newsletter. The overview tells briefly about the school history and some of our successes. The brochure was created mostly by students (including all the graphic design). These newsletters, which are distributed weekly, offer an opening reflective piece, and then logistical information about goings on in and around the school. This is created by the school director, with input from teachers.

The Basics of the Compass School

This folder contains the first several pages of the school handbook. This explains the basics of the learning program of the school, from our schedule, to course requirements, to “special” programs that add to the regular academic program. This should help you learn more about the school goals, curriculum, and organization that lead up to the graduation portfolio. Although there are a lot of things we feel distinguishes the school, the two I often focus on in describing the school are 1) It is a place where each individual is known well and valued, and 2) We believe in diverse learning experiences. As I hope you see in this documentation, there are a wide variety of learning experiences for our students, both in “regular” classes and through many other opportunities. The full handbook is available at our website www.compass-school.org.

SCHOOL OVERVIEW

The Compass School is an independent school in Westminster, Vermont designed to provide a personalized and responsive educational option for middle and high school students in our area. Through the development of a strong, caring school community, an active, place-based, real-world curriculum, and meaningful community service, Compass aims to be a model for choice in public education, working within the public school tuition rates and serving students regardless of economic need or prior academic record.

Compass was founded in 1999 to provide a model for choice within the public system for middle and high schools in Vermont. Since there is no charter school legislation in Vermont, we initially proposed the program to the local school board, who unfortunately would not support the concept. With a 30% non graduation rate at our local high school, we felt the school was needed in our community with or without public support. A dedicated board decided to start the school following the principles of a charter school.

To serve as a public school model, we have chosen to operate under the same conditions faced by public schools (per-pupil tuition is actually below the area’s public schools, comparable teacher salaries and benefits, open admission, etc.). As far as we know, we are one of few independent schools in the state that have undertaken the very difficult step of gaining special education approval to provide these services in a school not specifically dedicated to special education. By following the public school constraints, our intent is to enable students to learn and grow as we illustrate that public school choice might help better meet the needs of a wide range of learners.

Because of unique aspects of school funding in Vermont, about one-third of our students have their tuition paid by their town, another third receives significant financial aid, and about one-third are able to pay the full tuition. Demographically, our student body is very similar to that of the public schools in our area.

The Organization:

The Compass School enrolls approximately 100 students in grades 7-12. We believe the small size is essential to retain the flexibility and personalization needed to achieve success for all learners. Staff includes a Director, 11 full-time teachers including a special educator (all with Masters Degrees) and several part-time and/or support personnel. Occasionally, parents and people from the community volunteer to teach Exploratory Classes and, over the past four years, over 60% of the parent-body has volunteered in some aspect of the school operation.

The successes at Compass are many, both on an individual and schoolwide level. In its 7 years of existence, Compass has boasted:

*100% graduation rate

*97% college attendance rate

*Per pupil costs thousands of dollars below any local public or private high school

*Sole recipient of University of Vermont Award for Excellence in International Education

*Ranked highest of any school in a national study of School Climate, Safety and Respect

* Praised as the “best school climate” by State Department of Education official and received highest approval ratings by DOE in each review process

*Highest percentage of students attending Governor’s Institute every year

*Preparing every student for success in college as well as life outside of school

*Senior projects and a Graduation Portfolio process that require every student to demonstrate learning in each academic subject area as well as personal development, critical thinking, communications, and community involvement. The self-awareness, self-direction, and confidence demonstrated by each graduate is consistently seen as unparalleled by outside community evaluators The list of accomplishments are far greater than what can be described here, and the stories of transforming student lives are impossible to capture in this short introduction.

FROM THE HANDBOOK

http://www.compass-school.org/resources/handbook.html

VISION STATEMENT

The Compass School is a grade 7-12 educational institution whose program design is based on the principles of the Coalition of Essential Schools. In order to promote the personalization of learning and the development of a strong community, we will maintain a size of approximately 100 students representing the economic and educational profile of our community. We are committed to charging the statewide average for regular tuition.

MISSION

Compass School inspires and educates students to develop the knowledge, skills and personal qualities essential to pursuing their dreams and contributing positively to the world.

The following broad concepts guide the design of the curriculum at Compass:

Achieving academic excellence through engaging, relevant and diverse learning experiences
Connecting school to the community and the environment
Fostering a community where all voices are valued and students confidently seek greater challenge

PROGRAM OVERVIEW

Philosophy

The Compass School offers a middle and high school program that emphasizes depth of understanding over breadth of coverage, is responsive to student needs, and involves students actively in the learning process. Compass prepares students for the world outside school and encourages them to become active and involved community members.

The Compass program is built around our Five Learning Realms: Knowledge, Critical Thinking, Communication, Community Involvement, and Personal Development. Students develop in each of these realms by engaging in meaningful investigations that will expand their thinking and knowledge, help them to develop skills and exercise judgment, and encourage them to explore the connections in the world around them.

The framework of The Compass School follows a project driven curriculum that initially grounds students in their immediate surroundings and radiates out to the larger world as they progress towards graduation. Assessment uses a variety of strategies, seeking to be performance-based and focused on key understandings and the ability to apply information and skills. Students, teachers, and parents are encouraged to have an active role in determining the topics and activities of the evolving curriculum.

Teaching, Learning, and Student Growth at Compass

As students move through the Compass program, they are led from structured learning situations with a high degree of teacher direction and support to increasingly independent learning experiences. Students are encouraged to undertake studies that challenge them and that draw on their personal interests and abilities. With the guidance of the faculty and the help of peers, students learn the skills of organization, decision making, problem solving, and critical and creative thinking. As they progress through their high school years, students are given opportunities to take increasing ownership for their learning and to exercise leadership for themselves and the school as they become responsible and independent learners.

Student success is our goal. The small size of the school, flexible programming, and a supportive learning community promote individual attention to Compass students. By providing engaging learning experiences, opportunities to build on student interests, and specific attention to individual needs, the Compass School aims to help each student develop the knowledge, skills, and attitudes to succeed in school and beyond.

THE LEARNING PROGRAM AT COMPASS

Main Lesson: The main lesson blocks are the heart of the academic program at Compass. Each student will be enrolled in one Humanities and one Science and Technology Main Lesson block throughout the school year. Main lesson time is designed to have students learn the essential concepts and skills in the traditional academic subject areas by investigating real world examples and engaging in "hands-on, minds-on" application of learning.

Through the organization of Main Lesson, Compass seeks to develop independent learners able to pose questions, solve problems, and apply the tools and ideas of a variety of disciplines to understand and make a difference in the world around them. A balance of "teacher directed" and teacher supported "student project" time is structured to help students develop as independent learners. As a general guideline, the percentage of time for student project time will increase with increasing maturity and age of the students.

Main lesson is intended to engage students in applying multiple disciplines to the exploration of ideas. When appropriate, Main Lesson teachers will coordinate activities to further reinforce these connections between subject areas of study. Student learning in Main lesson will be demonstrated with a variety of evidence including projects, exams, presentations, reflective writing, homework assignments, and in-class discussions.

Mathematics: While math is incorporated within main lesson study at various times, developing math skills involves a degree of concentrated study. Each student is enrolled in a math class that meets daily to support each student in their developing comfort and skill with mathematical problem solving, computation, reasoning, thinking, and communication.

Spanish: The Compass School highly values development of second language skills in all our students. In addition to improving skills in both the foreign language and English, exposure to foreign language learning opens doors for our students to other cultures and perspectives. Our Spanish courses are designed to provide students an enjoyable and safe introduction to foreign language and cultures and to help each student build proficiency over time. All Compass students are required to be proficient at the level of two years of high school study before being exempt from foreign language study.

Exploratories: Exploratories are intended to develop well-rounded individuals by exposing students to the wealth of learning beyond traditional academic core subjects. Students are required to successfully complete exploratory courses in physical education, visual arts, and performing arts. Other exploratory offerings may include computer technology, cooking, video production, holistic health, creative writing, woodworking, yearbook, gardening and other appropriate topics suggested by students and faculty. A catalogue of the proposed exploratory options for the year will be available at the beginning of school. The exploratory program will be discussed in advisory so students understand the program, are aware of requirements, and make positive choices.

Students are required to participate in exploratory activities three afternoons each week. Each student must minimally receive 2 exploratory credits in each of the areas of physical education, visual arts, and performing arts, for a total of 12 credits, in the course of the school year. In meeting these minimum requirements, an exploratory "credit" is considered meeting once per week for one eight-week exploratory period.

It is our hope that students will go far beyond these minimums in exploring the wide range of experiences that make our lives whole and rewarding. Students engaged in similar activities outside the school program can apply for credit in the exploratory requirement. There is a process for students to propose, and lead, individual or group exploratories or to do exploratory activities outside school. Students are encouraged to propose and organize courses of their own by submitting a proposal sheet to Jeremy Nesoff, Exploratory Coordinator. Exploratories are a privilege offered to students. Students whose behavior disrupts the positive tone of exploratory will be required to go home early and will not receive credit for that exploratory.

Physical Fitness and Sports:

Physical activity is an essential part of health and wellness. All students are expected to participate in some form of physical activity throughout the year. Through exploratory time, students have the opportunity to engage in both competitive and non-competitive athletic activities. Non-competitive offerings include yoga, winter survival, mountain biking, hiking, Frisbee, ball games, winter sports and challenge course. Compass also has competitive sports teams in soccer, basketball, and ultimate frisbee. Through our membership in the Vermont Principals Association, students also may be able to join with other local schools for competitive individual sports such as track and field.

The schedule is adjusted in Winter to accommodate winter sports at local ski and skating areas. On Thursdays, classes end at 10:30 so we can spend the rest of the day outdoors. All students are required to participate in this program and be engaged in an outdoor activity at this time..

Visual Art Philosophy: An understanding for the arts encourages appreciation for self, peers, and culture. The arts are an important element in American and all cultures throughout history. At Compass, all students are expected to participate in at least two art activities throughout the year. Class offerings include drawing, painting, animation, photography, stained glass, woodcarving, and puppet sculpture.

The art program exposes students to a variety of media and techniques. This includes 2-dimensional and 3-dimensional art. Through these classes we introduce students to various historical and contemporary works that educate and influence the students work. Basic skills, composition, design, and critique methods are taught to all students. The opportunity to focus in depth on a medium of choice can be arranged between students and staff. Students are assessed on participation, not perceived ability.

Advisory: Advisory allows students and teachers to develop close and long-term relationships that help support each student in his or her learning and living at Compass. Advisory groups are organized to have one teacher meet 3 times per week with a small group of students over the course of the year.

Advisory groups discuss issues from within and outside school pertinent to students and teachers and serve as a primary vehicle for student governance and representation. Advisory activities might include group building activities and challenges, physical activity, community service projects, or working with students’ portfolios. Each advisory group also takes responsibility for building clean-up and helps with the school lunch program as well. Advisory activities evolve over the course of the year and can take many directions as the tenor of the group dictates. The advisor acts as an advocate for the student, and is the primary person parents can contact to address general issues and concerns that they might have concerning their son or daughter. In addition to meeting regularly with all advisees, advisors are available to students or parents for conferencing or voicing concerns. Conferences are scheduled with all parents in November and March. Conferences with staff members also can be scheduled before or after school by parents, teachers, or students at any time. Usually, it is the practice to hold conferences with the student's active participation and involvement in the conversation.

All School Meetings: An important element of the Compass School community is All School Meetings. Scheduled at least twice weekly, on Mondays and Thursdays, as well as other times when appropriate, these meetings are a chance for the whole community to come together, celebrate accomplishments, address challenges, set common direction, and be together in a common space. Students will be encouraged to take increasing responsibility for all school meetings in helping expand our horizons, inspire quality work, elevate school spirit, and contribute to the continuing development of a positive school community.

Wednesday Schedule: The Wednesday schedule differs from the rest of the week. Every other week all students participate in Community Service in the afternoon. On opposite weeks, the afternoon is dedicated to special school events that might include guest speakers, portfolio worktime, school governance town meeting, or all school cleaning. On Wednesday, the three main lessons are compressed in the morning. Community Service offerings occur in the school or in the larger community. In-school service includes School Council, Student Judiciary, Building and Grounds and Technology Club. All students are expected to participate in at least 90 minutes of community service every other week through this Wednesday afternoon program or the equivalent outside school.

First Friday Trips: Another way Compass embodies its belief in community based, hands on learning is First Friday Trips. On the First Friday of most months, Compass goes on the road, sometimes as a whole community and sometimes in smaller groups, to learn beyond the school walls. Some examples of First Friday trips may include a focus on:

*the environment- hiking or climbing or boating,

*the arts- visiting museums or producing art,

*government and politics-visiting Montpelier and participating in political advocacy

*life choices: college visits or career exploration

The possibilities for First Friday trips are endless—the goal is to get students out in the world, learning together, and engaging in the larger community beyond the school walls.

Health Week: Health Week is an intensive period of time dedicated to general issues of health and wellness of individuals and the community. Organized thematically and encompassing a wide range of activities from presentations to hands-on activities, the Compass community works together to support healthy lifestyles for all students. Some topics that may be addressed are nutrition, safety, first aid, mental health, consumer health, human growth and development, human sexuality, and issues of substance use. The focus of our work is raising awareness and helping students develop the ability to make informed, responsible, and healthy choices.

Community Service Winter Term: As part of our belief in connecting students to the community, and in an effort to apply academic learning in the "real world," Compass students participate in a “Winter term” in February dedicated to Community Service Learning. This break in the regular schedule allows students to work in across grade level teams to use their academic skills to address real community needs. We solicit "problem statements" from community partners that define a particular need for which they seek a solution. A team of students, working with a teacher, determine a plan to study this problem and produce a report, solution, or service to address the community need. This has proven a great opportunity to allow students to be involved in real learning for the real world and to be of direct service to our community. We encourage anyone who knows of any community based needs to discuss them with the director to see if they are appropriate for our Community Service Learning "Winterm."

Project Week: Project week is the culminating event for the Compass school year. This is the time where students are asked to synthesize their learning throughout the year in self-directed, student or faculty initiated projects under faculty supervision. These projects offer students an energizing structure for learning in which students can demonstrate command of knowledge and skills of their courses from throughout the year. Students are asked to develop projects that relate to course learning goals while allowing each student to pursue areas of particular interest. For example, a 9th grader may choose to demonstrate her understanding of US history and environmental science and the skill of being a clear and effective communicator by developing a web site detailing the debate over oil drilling in the Alaskan wilderness. Project week concludes with a community celebration of learning. Students who fail to satisfactorily complete these project exhibitions will be asked to demonstrate their learning more satisfactorily before being promoted to the next grade.

ASSESSMENT, GRADING, AND REPORTING

Assessment at Compass is meant to involve on-going feedback to students and parents on student learning at the school. While much of this feedback is communicated in the course of the school day formally and informally, more formal reporting on each student's progress occurs three times during the year following scheduled trimesters. On these occasions, teachers complete a detailed report form with narrative that addresses key learning areas. This report card format is organized around the five learning realms, with each teacher selecting indicators that they have focused on each in each trimester. This formal feedback is not intended to compare or rank students but instead, it is meant to identify areas of individual strength and areas for further attention, and to encourage students to grow as learners. While more detailed feedback occurs on an on-going basis in the course of the school day, these trimesterly reports serve as a snapshot on student achievement and growth at regular intervals. At the end of the year, students receive overall grades in each realm in each class, reflecting competency in that realm over the course of the year. An example of the report card is available on the Compass website (www.compass-school.org).

It is our hope that the report form serves less as a final judgment on student learning than as a vehicle to open up thinking and conversation about each child’s progress. Parents are urged to bring their questions about reports to the teachers either by phone, email, or by scheduling a conference.

Grading may be used by teachers for individual assignments as one means of giving feedback that is both short and direct. These grades indicate whether assignments are completed satisfactorily and allow teachers to specify areas for commendation and improvement. These grades on individual assignments serve as a recording and reporting device and are not meant to be cumulatively averaged as we are more interested in overall student achievement and growth at year end (or even graduation) and not the average of ability over time.

Report Cards

The report card form outlines the learning goals for each student. These are derived from the Compass School Graduation Portfolio Requirements and the Vermont State Framework of Standards. The report form lists these learning goals under 5 Realms of Learning.

Evaluative categories used on the report card are:

Outstanding, representing work well above expectations;

Excellent, for work above expectations;

Good, for meeting expectations;

Fair, below expectations; and

Not acceptable, for work that fails to meet expectations.

The category of Outstanding is used very selectively reflecting not only work of the highest quality, but also a level of consistency that is very demanding.

A more detailed description of each outcome area follows.

Compass School Outcome Areas

The Five Learning Realms are:

1) KNOWLEDGE

2) PERSONAL DEVELOPMENT

3) COMMUNITY INVOLVEMENT

4) CRITICAL THINKING

5) COMMUNICATION

1) KNOWLEDGE

Knowledge and Understanding: Has depth and breadth of factual knowledge, understands major concepts in a subject area and uses these to organize information.

Application of knowledge in use: Ability to apply knowledge in a variety of situations, access and transfer of knowledge to other circumstances, draws connections between information and ideas

Making Connections: Connects disparate events or ideas into bigger concepts and understandings to draw new insights, can place relationships and connections into a systemic whole.

2) PERSONAL DEVELOPMENT

Respect for self and the learning process: Has a sense of self-worth, acts appropriately in class, expresses learning needs, follows through on learning commitments

Personal insight: Self knowledge, finding interests and talents, aware of preferred learning styles and personal strengths and weaknesses

Self-direction: Goal setting, self-responsibility, taking ownership and initiative, being prepared and involved, independent learning, adaptability, growth, effort

Self-nurturance: Health and well being, physically active, makes healthy choices, advocate for self

Character development: Positive attitude, integrity, honesty, perseverance, courage, sense of purpose, trustworthy

Organization: Keeping track of things, being prepared, understanding the interdependence of time, space, materials, and tasks, optimizing time and resources, setting priorities, managing materials

3) COMMUNITY INVOLVEMENT

Social skills: Considerate, understanding, empathetic, appropriate humor, supportive

Collaboration: Works well with others, values diversity and difference, contributes to group vision, understands group dynamics and roles

Respect for others and the environment: Safe, supportive, responsible for the well being of others and one’s surroundings

Democratic participation: Involvement, interest in common ground and common good, follows democratic process, accepting of agreed upon decisions

Community Service: Acts in interest of community needs in school and beyond, respectful of those being served, willingness to be of service

Leadership: Takes initiative, positively challenges self and others, constructively confronts problems, synthesize disparate ideas, builds connections between people and tasks, articulates vision

4) CRITICAL THINKING

Reasoning and logic: Synthesizing information and ideas, distinguishing fact and opinion, taking the total into account, seeking reasons, being open minded, deducing and inducing, identifying assumptions

Numeracy: Ability to use numbers "fluently" for a variety of purposes

Questioning and Inquiry: Seeking to determine relationships, causality, relevance, credibility, perspective, and quality

Problem Solving and Decision Making: Identifying and framing problems, generating options and solution strategies, evaluating and testing ideas, choosing an option well suited to the task or problem, justifying choices, accesses appropriate resources

Creative Thinking and Expression: Seeking the original, integrating and expanding ideas, taking appropriate risks, thinking "outside the box," flexibility

Information handling: Gathering, organizing, analyzing, presenting information from a variety of sources (including human, electronic, and print)

5) COMMUNICATION

Writing: Ability to express ideas in a variety of written genres, writing with purpose and clarity, follows grammatical and spelling conventions, employs voice and tone appropriate to audience, organizes and supports ideas

Reading: Comprehension, selects appropriate and varied material, uses a variety of strategies to aid understanding, ability to follow plot and character development, able to draw out themes from text

Verbal expression: Speaking with preparation and "off the cuff," employs voice and tone appropriate to audience, clarity and poise, responds appropriately to others, communicates intended message

Listening: Listening and observing with respect and understanding, asks clarifying questions, ability to understand and restate ideas

Presenting in a variety of formats: Uses graphics, art, music, and other media to communicate ideas, engage audiences, and add clarity and life to communication

6) OTHER LEARNING GOALS (developed by students, parents, or teachers)

GRADUATION EXPECTATIONS

Graduation requirements include acceptable demonstration of competence in the Fields of Knowledge and Vital Results of the Vermont Framework of Standards through class work or independent study. It is expected that the integrated course structure of The Compass School day and traditional “credit requirements” of area public and independent high schools will be equivalent. A transcript for each student is created that includes credits (see below) in addition to the student portfolio to be included with applications to colleges and training programs.

Subject Area Credits Required (1 credit = 1 year)

Humanities Block 4

Science/Tech Block 4

Mathematics 3

(a minimum of completion of Algebra I and Geometry required)

Foreign Language 2

(At least successfully passing level 2 competency exam)

Exploratories: (Minimum of 10 units per year)

Arts 2 per year

Fitness 2 per year

Community Service: Minimum of 23 hours of Community Service Activities each year

Health: Acceptable Participation in Health Week Activities each year

Portfolio Requirements: Successful completion of 10th and 12th grade portfolios

Senior Project: Successful completion and presentation

PORTFOLIOS

A central part of the promotion process at Compass revolves around student portfolios. Throughout the year, with the support of the advisor, each student collects work representing achievement in each learning realm. At the end of 8th, 10th, and 12th grades, each student presents his or her portfolio at a roundtable, where it is determined if the student is ready for promotion to the next grade level. In addition to the collected work, students write reflective letters related to each learning realm and present their work to the roundtable committee.

Graduation Portfolio Expectations

As students prepare for graduation at the Compass School, they work intensively to prepare a portfolio of their work that will represent their mastery and performance in each of the Compass learning realms and in each core discipline areas. This portfolio will be evaluated by a graduation committee composed of teachers from different subjects and grade levels, parent(s), outside examiner(s), and a student peer. The committee members examine all of the entries and hear the students' oral presentation of their work to determine if a student is ready to graduate.

The Graduation Portfolio Exhibition represents a student’s hard work and accomplishments in the 11th and 12th grades. The exhibition will consist of a comprehensive reflective portfolio of work, reflective letters for each learning realm, and a roundtable presentation. This exhibition will serve as a teaching/learning tool that will provide students with the opportunity to observe growth, to evaluate work, and to reflect upon one’s Compass learning experiences and Compass Learning Realms. The graduation portfolio is a powerful celebration of a student’s accomplishments throughout his/her Compass School experience. The Graduation Portfolio Exhibition is a requirement for graduation.

SENIOR PROJECT

An important part of senior year is the Senior Project, scheduled for the period between April vacation and the May spring trips. The senior project is a chance for students to demonstrate their learning skills and interests by pursuing an extensive learning project of their own design. Each student must undertake a significant study of their choosing, writing a formal proposal before January that outlines the topic of study and the methodology. Each student is required to present their learning to the community and complete a written component of some type. The details of this will be developed during the year, with support from a senior advisor.

Senior Portfolio Roundtable Schedule
Minutes
5	Introduction and Overview (Advisor)
5	Introduction and Cover Letter (Student)
20-30	Reviewing Realm Letters Reading and Evidence
10-15	Questions
5-15	Closed Door Discussion
5-10	Feed Back
50-80

Portfolio Process Overview Form

This form is the primary resource given to students to communicate the process, expectations, and timeline for the graduation portfolio. This is downloadable at http://www.compass-school.org/resources/portfolios.html.

Portfolio Cover Letter Outline:

Here is an outline to help you write a reflective cover letter on your work for this portfolio. In this brief, reflective narrative, you will discuss your work as it relates to the Compass Learning Realms.

*Keep in mind that this letter will be introducing you and your portfolio to a round table group. It should be brief and general versus very specific and lengthy! While it is only 3-5 paragraphs – your letter should grab the attention of your audience

I. Introduction:

a. Briefly introduce yourself and your connections (involvement) within the Compass community

ex. . You could start with a story about yourself or even why you chose to come to Compass. Use your imagination – make this your own letter.

b. Briefly indicate your understanding of and connection to the Compass Learning Realms (your areas of strength or improvement that you want the round table to focus on)

II. Describe and reflect on your growth:

Briefly describe how the works you chose show improvement in your ability to meet the learning realms.

Briefly list or indicate what specific steps you took to improve in these areas?

Ill. Conclusion::

a. Describe potential future goals –

Ex. In the future, I would like to focus more on growing as a learner within the communication realm. I have been (struggling, having difficulty, growing, etc. ) in the past within this realm and would like to become stronger in (names specifics from the indicators).

b. Give examples of how you can use what you have learned throughout the year (portfolio process)to continue to grow as a learner.

Ex. The portfolio process helped me better understand

…

c. If you had to do it over again, describe what strategies you would use to better meet the Learning Realm(s).

Ex. In the future, as I prepare my next portfolio, I will ..

Reflection Essay:

Here is an outline to help you write a reflective narrative on your work for each Realm. (So total of five reflections) In this reflective narrative, you will discuss your work as it relates to the Compass Learning Realms. (See Realms list for help)

Work: ________________________________

Realm: ____________________

_______________________________

________________________________

I. Introduction:

a. Introduce the Realm you are going to talk about.

b. Describe the Realm and its indicators.

II. Your Strength(s) in this Realm:

Describe the work you chose.
Give specific examples of how your work met the learning realm.

i. Example one-

What indicator(s) does this work show strength in?
Describe how this work meets the indicator(s) that you have chosen.

ii. Example two-

What indicator(s) does this work show strength in?
Describe how this work meets the indicator(s) that you have chosen.
How does this work show your strength as a learner?

III. Your Improvements in this Realm:

Describe how the work you chose shows improvement in your ability to meet the learning realms.
Give a specific example from your portfolio.
What specific steps did you take to improve in these areas?
Give examples of how you can use what you have learned to continue to grow as a learner.

IV. Your Struggles/Challenges in this Realm:

Describe a challenge/ struggle that you had with this Realm.
Give a specific example from your portfolio.
How did you deal with the challenge/struggle?
If you had to do it over again, what strategies would you use to meet the Learning Realm(s)

V. Conclusion:

a. Describe your overall progress in this Realm.

b. Describe how this reflection will affect your future growth as a learner.

PORTFOLIO Work I.D. TAG

YOUR NAME: __________________________________________________________

PIECE OF WORK: ________________________________________Created:________

REALM: _______________________________________________________________

Class/subject area where you created the work: _________________________________

DESCRIPTION OF WORK:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why I chose this piece of work:

________________________________________________________________________

PORTFOLIO Work I.D. TAG

YOUR NAME: __________________________________________________________

PIECE OF WORK: ________________________________________Created:________

REALM: _______________________________________________________________

Class/subject area where you created the work: _________________________________

DESCRIPTION OF WORK:

________________________________________________________________________________________________________________________________________________

________________________________________________________________________

Why I chose this piece of work:

________________________________________________________________________