2007

Presented by:

Tammy Hebert

Marty Oldfield

Linda Oehler-Marx

Jen Rosenthal

Michelle Sweeny

12/5/2007

Sustainable Community School

Table of Contents“Helping Hands and Working Minds for Today and Our Future”.............................................................3

Our Mission.................................................................................................................................................3

Our Purpose.................................................................................................................................................4

Our Mission.................................................................................................................................................4

About Our School.........................................................................................................................................4

Our Location................................................................................................................................................5

Our Campus.................................................................................................................................................5

SCS’s Community Supported Agriculture.....................................................................................................6

View of Our School Campus.........................................................................................................................7

School Model...............................................................................................................................................7

The Voices of our Community......................................................................................................................8

Locally based Service Learning....................................................................................................................8

Independent Projects...................................................................................................................................9

A day in the life of a student at SCS...........................................................................................................11

Technology................................................................................................................................................12

Extracurricular Activities............................................................................................................................19

Cultural Explorations and Celebration.......................................................................................................20

Student Body and Classification.................................................................................................................20

Demographics............................................................................................................................................20

Vermont Framework of Standards.............................................................................................................22

School Budget............................................................................................................................................22

*** the following section needs to be worked on, adding Michelle’s info................................................25

ACADEMICS...............................................................................................................................................25

COMMUNICATION.....................................................................................................................................26

Board of Education................................................................................................................................28

Curriculum Framework..............................................................................................................................29

Professional Development.........................................................................................................................30

2 | P a g e

Sustainable Community School

“Helping Hands and Working Minds for Today and Our Future”

Our Mission

3 | P a g e

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has." -- Margaret Mead

"A mind that is stretched by a new experience can never go back to its old dimensions." -- Oliver Wendell Holmes "The earth and the human community are bound in a single journey." -- Thomas Berry

Part I. About Our School

Our PurposeThe purpose of the Sustainable Community School (SCS) is to engage students in thinking across subject area and connect to their community by addressing real problems and finding real solutions. This type of education will enable students to be engaged, critical members of society. Our graduates will have acquired ecological literacy, an appreciation for multiple perspectives, a sense of place, an understanding of sustainable economics, a strong sense of citizenship and creativity and vision. An appreciated dividend of strongly connecting students to their community is a reversal of the current trend as college-educated young people are moving out of New England in droves.

Our MissionThe Sustainable Community School strives to educate students to be informed, critical, engaged members of society by:

- instilling in students a strong sense of place- creating collaboration among students, teachers and community members- fostering a creative environment where students inquire, explore and investigate- empowering students to social action

About Our School At the Sustainable Community School (SCS) we strive to foster knowledge through real life, hands-on experiences beginning with the local community and broadening into global application. A typical student at SCS engages in interdisciplinary studies and becomes active through various group and individual projects at the school, grounded in the local community. The community is our center; it is our core and at the heart of our mission. We believe that if students develop strong relationships and connections to the local community they will perform better academically and also will assist in improving and preserving the community’s environmental quality and social and economic vitality. The teaching methods that are used at our school encompass the ideals of place based education. This style of education is grounded in over thirty years of practice having its roots in environmental education. Today the concepts of place-based education are being practiced in both rural and urban settings.

Place-Based Education Principles:1. Learning is locally based, with community history and environment providing the context and

curriculum base.2. Learning is student-centered, where students create knowledge rather than consume it, as

student questions and concerns play a central role.3. Learning is experiential and project-based, emphasizing developing problem-solving skills.4. Learning is multi-disciplinary and cross curricular, as problems do not develop and cannot be

solved in the real world by the subject segregations of traditional instructional models.5. Teachers are facilitators, rather than authorities.6. Learning links to community in real, physical ways as walls between schools and people and

places become permeable.

4 | P a g e

7. Curriculum goals are broader than learning to earn.8. Curriculum integrates self, others, and place and includes ecological, economic,

multigenerational and multicultural dimensions.

In conjunction with a place-based education curricular framework, SCS focuses on educating for sustainability. Complying with Vermont’s Standards for Sustainability and Place was not an afterthought, but in fact is the very focus of the program. Having community and sustainability at the center, SCS fosters a stronger town, more efficient use of our natural resources and a higher quality of life for all.

Our LocationWe are located in a small rural town in southwestern Vermont called Sunderland. Sunderland has a rich history, going back to its charter date of 1761. Sunderland today is comprised of over eighty percent forestland, with the additional twenty percent being divided into residential and farm land. The town rests to the west of the Green Mountain National Forest, to the south of Manchester, to the east of Arlington and to the north of Shaftsbury. Ethan Allen Days is an annual event that brings the local community together to celebrate the town’s history. There are 850 people in the town today and the

community exists mostly as a residential community to nearby towns. Sunderland’s economy is primarily based in tourism. The Sustainable Community School is located on a ten acre parcel in Sunderland. The property has the following natural features: farmland, forest, streams, rock outcroppings, and wetlands. Our Campus When you visit SCS you will soon notice that we are a working farm. In keeping with our mission of modeling sustainable practices, the school site was selected in 2004 when a local farm came up for sale. The school was provided with generous support from a local business, Applejack Art Partners,

to purchase the property and build a green campus for modeling sustainable practices. Over many years of planning, the school and business collaborative purchased the existing farm and rejuvenated the farm to its present state. Various features of Green Architecture were selected for refurbishing an existing barn on the premises. The actual school structure is the refurbished barn; it was selected for its structural integrity, size and character. It is when you get closer to the structure that you begin to notice the key features that make the building an example of Green Architecture. The structure is heated with both passive solar heating and wood heating. Natural lighting permeates the building with one entire section of the building being made of glass. The energy for the entire campus is generated with a combination of solar panels and wind. Because of the energy being produced on site, the campus is entirely off the grid. On the far side of the building there is an attached greenhouse for agricultural purposes including a living machine for rejuvenating waste water on campus. The structure also contains

5 | P a g e

SCS

SCS

composting toilet facilities and energy efficient lighting and appliances. The school owns one bus and four vans. All of the vehicles run on locally generated biodiesel fuel sources, we have a partnership with a local farm to produce the biodiesel product. We also have outbuildings for agricultural projects, physical education explorations and a separate art studio.

The interior of the school building includes a large common gathering space for school & community meetings. Separate classrooms exist off of the main gathering space for individual classes to meet. The school has a portable set of laptops for each student and a room designated for distance learning.

The school and business partnership recently made the decision to designate the entire school campus as a part of the Vermont Land Trust. The Vermont Land Trust is a “nonprofit organization that works with individuals, organizations, and communities to conserve land for the future of Vermont.” The school and business partnership believes that committing the school property to the land trust clearly demonstrates the ultimate goal of sustainability for the school; through this designation the land will forever be maintained as a learning center for the community. For more information about the Vermont Land Trust visit their website: Vermont Land Trust

SCS’s Community Supported AgricultureFive acres of our campus are dedicated to the creation of student-organized, student-run community supported agriculture (CSA) Farm. SCS Farm is a biodynamic farm that engages the community in its support and implementation. A full-time farm manager is employed by the district to support the Farm and its educational mission. Students help research, plan and carry out each season’s growing plan. Two acres each season will be dedicated to growing a wide variety of crops, and the other three will be utilized by the schools goats and chickens. Crops and animals will rotate space every year. Local community members pay for a share in advance of the growing season and must volunteer 20

work hours a season. In addition, the farm provides apprenticeship opportunities for students during the year and over the summer.

SCS Farm has an educational mission at its core, providing an on-site laboratory, a venue for food justice issues, and a way to invest students in proper nutritional habits. SCS Farm is utilizing the student-run farm at Middlebury College as a model, as it provides: food for the community, food for the school, educational opportunities, a connection to local agricultural history and value, and an important venue and purpose for community celebration.

SCS Farm is working in conjunction with Vermont Food Education Every Day (VT FEED) to develop agricultural curricula with the intention of raising “awareness about healthy food, the role of Vermont farms and farmers, and good nutrition. [VT FEEDS] act as a catalyst for rebuilding healthy food systems, to cultivate links between classrooms, cafeterias, local farms, and communities.” VT FEED is a Farm-to-School program with a community-based approach that functions through a collaboration of three Vermont non-profits: Food Works at Two Rivers, Northeast Organic Farming Association of Vermont, and Shelburne Farms. Visit their website for more information: VT FEEDS

6 | P a g e

View of Our School Campus

School ModelIn this school, students will learn in mixed age groups. Traditional subject areas will be taught through a thematic interdisciplinary approach. Throughout the school various themes will be chosen that are locally and globally based. Students will be given freedom of selection to choose an individual project that they will develop throughout the year. Each student will have a teacher-mentor as a guide to assist in their development of the project chosen. The project will culminate with a community service learning component. Each student will present their experiences at an end of the year school and community symposium.

SCS has chosen to utilize the school model developed by the Sustainable Schools Project of Vermont. “This is a dynamic new model for school improvement and civic engagement. The program helps schools use sustainability as an integrating context for curriculum, community partnerships, and campus practices. The Sustainable Schools Project is sponsored by Shelburne Farms, and is a partnership with VT Education for Sustainability. SSP uses the integrating concept of educating for sustainability to improve our communities economically, environmentally, and socially for current and future generations.” For more information about the Sustainable Schools Project visit their website: Sustainable Schools Project

The Sustainable Schools Project model has been implemented within several schools in Vermont and has been studied and evaluated for its effectiveness. A link to the Sustainable Schools Project (SSP) Evaluation Report, 2003-2004 is available here: SSP 2003-2004 Evaluation Report

7 | P a g e

The Voices of our CommunityFocusing on our mission of community involvement, we have spent time in the development phase of our school listening to the voices of the local community. Sunderland has a variety of small businesses that we have begun developing partnerships with, they include:

- WJAN a Vermont Public Radio station- Tom Weakley a local internationally renowned storyteller- Johnny Hinrichs, a local renowned stained glass artist and owner of the Earth Advocate store

that centers on solar energy and sustainable practices. - BattenKill Canoe, Ltd. a locally owned and operated canoeing adventure business. - Applejack Art Partners, an international distributor of fine arts in the areas of Limited Editions,

Licensing and posters. Applejack Art Partners was recognized in 2006 as the top U.S. distributor for Spain based art company, Capital Décor.

- Mount Equinox Wind Farm- a local wind energy producing facility atop Mt. Equinox in Sunderland. The Endless Energy Company has agreed to establish local community partnerships to benefit from the energy produced.

- Mount Equinox Skyline Drive- an access road to the top of Mt. Equinox provides numerous scientific study opportunities and also an accessible ridgeline for close hand studies of a working wind farm.

- The Ira Allen House Bed & Breakfast- this is one of the oldest inns in Vermont, originally built by Ira Allen (Ethan Allen’s brother).

- Paul Ennis- local maple syrup producer. Paul owns the largest individually operated sugar house in Southern Vermont.

Locally based Service Learning Being of service to and learning from the local community is one our primary goals. Service learning encourages active participation in service experiences that meet community needs. This service is integrated into our academic curriculum and we provide structured time for students to reflect, discuss and write about their experiences. Service learning goes beyond community service models in that it is method of instruction that emphasizes service and learning goals equally. Service, in fact, drives the learning. The key components to SCS’s service learning program are preparation, action, reflection, and celebration.

A student at SCS is provided with the opportunity to help and learn from the local community in a number of interesting ways. Some of the potential opportunities that exist within Sunderland’s community include:

- Creating a student run radio talk show on topics about the local area- Development of a local community newspaper for Sunderland - Creation of a book of the town’s history with Tom Weakley- Working with Ira Allen Inn to create a weekly soup kitchen for those in need- Working on local stained glass art projects with Johnny Hinrichs

8 | P a g e

- Working with Johnny Hinrichs to promote education of solar energy technologies through the campus as a model of an off the grid establishment

- Apprenticeship opportunities to work at and learn successful business practices through BattenKill Canoe, Ltd. and Applejack Art Partners.

- Developing a wind energy education program for the public.- Creating a partnership with the Ennis family to work the school’s sugar maple stand in return for

apprenticeship opportunities and maple syrup product for a school fundraiser.

Ways in which our campus can be used to serve the local community include:- Modeling and demonstrating the various concepts of energy conservation, innovative energy

technologies and waste management practices that the school is currently practicing through a continuous series of open house educational forums.

- By serving as a location for Town Meeting and other important town gatherings- Creating a Community Supported Agriculture (C.S.A.) on-site for growing and harvesting produce

for both the school’s consumption and community food program- By preservation of the school land as a community center through Vermont Land Trust

designation.

InternshipsInternships are required for all seniors at SCS. Two afternoons a week, for a total of 10 hours, students will develop a relationship with one local business or organization. There are two main purposes to this program. The first is that internships – real, hands-on, meaningful work in the community – allow students to experience viable economic opportunities for themselves once they graduate from high school, or college. Second, internships give students the opportunity to gain real-world skills in a field in which they have interest. This is beneficial to the student’s individual growth, as well as aiding the student in the college application process. Overall, internships allow students to think about the relationship between work and place and give them the confidence to remain in the community and be of service.

As an extension of the internship program, Applejack Art Partners has generously donated funds to begin a grant program for students. Students who choose to go beyond the internship to creating their own business and service opportunities may apply for a grant to start a small business or service organization. Students are required to complete a community survey to identify unmet needs and develop a business plan to address those needs. Working with a business manager at Applejack Art Partners, a student will present the plan to a grant board to receive the funds and support needed to get their organization up and running.

Independent Projects In each semester, students will address the essential question by creating an independent project to explore an area of interest more deeply. The projects will be designed by student groups, guided by teachers, and will look at a local social and/or environmental issue and concerns in a more vertical manner. Students will research, thoroughly, the concern, placing it in a historical, more global context in the process. They will need to present their findings to the school as a whole. Then they will work

9 | P a g e

cooperatively to find a solution to their area of concern. Finally, they will put their planned solution into action, and assess the results of their social/environmental action.

10 | P a g e

11 | P a g e

Our CommunityFrom Top to Bottom: Ira Allen House, Paul Ennis Sugarhouse, Sunderland Grange, Mt. Equinox, BattenKill Canoes Ltd., Applejack Art Partners, Earth Advocate/Johnny Hinrichs Studio and Covered Bridge

A day in the life of a student at SCSI arrive at school at 7:45 AM. I check in with my mentor in the common room before heading out to the farm. I’m studying the social behavior of our goats in my individual project investigation. I’ve been making observations every morning and afternoon and keeping a log. Some of my friends are also at the farm in the morning, others are not early birds like me and don’t arrive until almost 8:30. Our first class starts at 8:30. We have team taught or individual classes until lunch. My classes might be outside on campus, inside in a classroom, or in the distance learning room. Today we get on the bus to visit Mr. Hinrichs to learn about stained glass art during Math/Science and Spanish/Art classes. We get back to school at 11:30 and start getting lunch ready for the other students. The vegetables that I see at the table were being picked by my friends this morning. After I finish lunch and clean up, I get ready for English/Social Studies. My last class of the day is individual project time. Everyone is in the common room at this time to share ideas and meet with our mentors. After school I observe the goats again until it is time for … (add extracurricular activity.)

Technology At SCS technology is used as a tool to enhance the learning experience. The one-to-one laptop ratio, and distance learning facility allow students to broaden their resources and perspective. SCS is grounded in the community and through technology reaches out globally. Students can conduct individual research using the internet, accessing primary source documents, artwork, libraries, museums, schools and universities around the state, country or world. The distance learning facility allows students to take college level courses, as well as communicate “face to face” with schools and people anywhere. The Sea Trek programs from Mote Marine Laboratory in Sarasota, FL, http://www.seatrek.org/, is an example of how the distance learning videoconference facility allows students to expand the scope of their investigations. Teachers can take advantage of the distance learning facility to participate in professional development. The campus uses a combination of PC and Mac computers. Student and teacher laptops are Lenovo ThinkPads. Art and digital media equipment in the common room use a Mac platform.

School Budget Our school is publicly funded by the State of Vermont. However, new building and operating costs for our expanded campus has been financed by Applejack Art Partners. A fund has been established that will allow for a continuation of underwriting these costs in perpetuity.

12 | P a g e

Part II. School Offerings-Academics

The HumanitiesCourses OfferedEnglish 9A: Genre Studies English 9B: Eras and Styles English 10A: Diverse Literary Traditions English 10B: Time and Cultures English 11A: Community Literacy English 11B: Cultural ExpressionEnglish 12A: Continuity and Change English 12B: Transition Planning

World LanguagesThe goal of the World Languages department is to promote student proficiency in reading, writing, listening and speaking as well foster an understanding and appreciation of foreign cultures.Courses Offered

Spanish IIntroduction to Spanish speaking world

Spanish IIFurther language immersionDevelopment of written skills

Spanish IIIFluency and greater knowledge of Spanish and Latin cultures

Spanish IVLiterary worksFine tuning written and spoken communication

The SciencesThroughout the sciences, students will develop skills relating to scientific questioning, predicting and hypothesizing, experimental design and execution, data collection, representation, analysis and application and demonstrate such skills through modeling/explaining, compare/contrast, diagramming, drawing conclusions and evaluating.

• Science as problem solving skill• Hands-on field and lab work• Local and global environmental issues• National and state science standards exceeded

13 | P a g e

Courses OfferedScience I: How Things Work

Earth science, environmental science, scientific methodScience II: Investigations

Biology and chemistry through ecological investigationsScience III: Patterns and Change

Changes and patterns in living and non-living systemsInnovative curriculum using real scientific data (IES)

Science IV: Underlying Form Chemistry and physicsDevelopment of scientific method

Science V: Issues in ScienceCurrent scientific issuesDevelopment of scientific ethicMedical, environmental, ethical literacyIntroduction to scientific professional opportunitiesWide range of lab and field studies

MathematicsStudents will be able to study a variety of applied math functions and concepts including arithmetic, algebra, geometry, and trigonometry.

• Small instructional groupings by ability• Critical thinking and analysis • Focus on algebra mastery• Math instruction integrated with other subjects

to emphasize real world connections • Math as a problem solving and communication

Tool

Courses OfferedFunctions & Algebra/ Data, Statistics & Probability I

- Representations of data, situations and systems using functions, graphs, and statistics. Geometry & Measurement/ Data, Statistics & Probability II

- Representations of data, situations and systems using measurement, geometry and statistics.

Modeling our World- Representations of real world systems using trigonometry, advanced algebra and

statistics. Pre-Calculus

14 | P a g e

Mathematics in History - An investigation of mathematics in history as ties to the current school wide theme

History and Social Sciences: History courses have a strong grounding in inquiry and critical evaluation. Students begin each thematically grounded semester gaining an understanding of the local, moving to Vermont, the United States and the world. Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present.

In every course:• Students will understand the varied uses of evidence and data, and use both to make

interpretations concerning public issues. • Students will analyze knowledge as a collection of selected facts and interpretations based on a

particular historical or social setting. • Students will use historical methodology to make interpretations concerning history, change,

and continuity.• Students will use geographical knowledge and images of various places to understand the

present, communicate historical interpretations, develop solutions for problems, and plan for the future.

Courses OfferedHistory 9A: Citizenship

Students will examine and debate the meaning of citizenship and act as citizens in a democratic society.

History 9B: GovernmentStudents will compare and evaluate the philosophical underpinnings and the workings

of different types of governments, including constitutional governments, in various times in their local community, in Vermont, in the United States, and in various locations world wide.

Students will investigate how governments affect the flow of resources, goods, and services.

History 10A: Human SocietiesStudents will examine complex webs of causes and effects in relations to events in order

to generalize about the workings of human societies, and they apply their findings to problems. Students will use their knowledge of change and continuity in making decisions and taking action on public issues.

15 | P a g e

Students will analyze the factors and implications associated with the historical and contemporary movements and settlements of people and groups in various times in their local community, in Vermont, in the United States, and in various locations world wide.

Students will investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.

History 10B: Diversity and UnityStudents will investigate the concept of culture, including the cultures of indigenous

peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide.

Students will explore the tensions between the forces of unity and those of disunity in various times in their local community, in Vermont, in the United States, and in various locations world wide.

History 11A: Conflict and Conflict ResolutionStudents will analyze the nature of conflicts, how they have been or might be resolved,

and how some have shaped the divisions in various times of their local community, Vermont, the United States, and the world.

History 11B: Social JusticeStudents will analyze the access that various groups and individuals have had to justice,

reward, and power, as those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide.

Students will identify and evaluate the concept of human rights in various times in their local community, in Vermont, in the United States, and in various locations world wide.

History 12A: EconomicsStudents will use the basic principles of economics to interpret local, state, national, and

international economic activity. Students will evaluate the impact of economic systems on the needs and wants of all people and on the environment in various times in their local community, in Vermont, in the United States, and in various locations world wide.

History 12B: Identity FormationStudents will explore the variety of influences and impacts of the construction,

preservation, and change of identity, within families, other social structures, and nations.

16 | P a g e

Art:Students will explore the elements and principles of design in depth, through an overview of all the different art media, including drawing, painting, photography, and sculpture. Working with community artists, students will take some inspiration from Sunderland and our school complex, creating works from materials found in the environment. Other media such as dance, music, and the theatre arts will be explored cross curricularly and in conjunction with local artists and practicioners.

Physical EducationActivities are a mix of play, team and individual sports with some problem solving and trust activities and include: softball, basketball, fitness activities, fitness principles, volleyball, team handball, dance, aerobics, tennis, golf, table tennis, badminton, Frisbee, games and soccer. Rules and basic fundamentals are taught. The goal of physical educations is for students to develop physical fitness, recreational interests, desirable leadership qualities, appropriate social interaction techniques and an appreciation of health, exercise, and sportsmanship.

HealthThe course focuses on knowledge and practice of a healthy lifestyle. Topics include mental health, growth and development, sexuality, First Aid, CPR, AED, drug and alcohol abuse, nutrition, diseases and disorders, body systems, and family relationships. Students will be able to analyze how behavior can impact health maintenance and disease prevention; analyze the role of individual responsibility of enhancing health; evaluate the effect of various factors on personal, family and community health; demonstrate skills for communicating effectively with family, peers, and others; and explore opportunities for healthy lifetime activities available in the community.

Cultural Explorations and Celebration From September 15 through October 15 Hispanic Heritage Month is celebrated in places across the United States through a variety of activities. The Sustainable Community School uses this nationwide event as a springboard for in-depth cultural exploration across the curriculum. Rather than focusing solely on Hispanic culture, students will look at their own ethnicity and identity as well as that of Vermont throughout the years. Culminating activities will occur between the 8th and 15th of October in a series of discussions on cultural diversity and identity as well as cultural celebrations that will include student and community art work, presentations, food and dancing. We will be working closely with members of the community throughout this exciting month to assist in student exploration and discovery.

17 | P a g e

Extracurricular Activities

Athletics and OrganizationsInterscholastic athletics are a vital part of the secondary educational program at Sustainable Community School. Interscholastic competition provides a unique opportunity for students to achieve their potential by setting individual and team goals. At Sustainable Community School, our objective is to provide an interscholastic athletic experience for a maximum number of students through a variety of unique sports that reflect the character of the community. It is our goal to encourage fellowship, leadership, and cooperation in a competitive atmosphere where the emphasis is on sportsmanship and life-long, athletic pursuits.

18 | P a g e

 Extracurricular Organizations

    

DramaSADD

Student CouncilNational Honor Society

Debate Team

Chorus, Band, Jazz EnsembleYearbook

Envirothon

Athletics

FallSport Climbing

Winter

Alpine skiingNordic skiing

Snowboarding

SpringUltimate Frisbee

Part III. Demographics

Student Body and ClassificationThe Sustainable Community School is a public, privately endowed high school. We receive tuition for students from the following ten sending towns: Manchester, Dorset, Londonderry, Landgrove, Mt. Tabor, Peru, Stratton, Sunderland, Weston and Winhall. These towns vote every year to approve the school's tuition.

As these towns do not operate a public high school, residents must ask their school board in writing to provide tuition assistance for their student at the time of admission. In order to be approved for tuition assistance by your local school board, you must be a legal resident of your town and in some instances you may need to prove that you are the legal guardian. The tuition assistance form must be returned to the Sustainable Community School’s Business Office on or before June 1 for the upcoming school year.

As mentioned above, we serve students from ten sending towns through both public funds and a private endowment. Our private endowment began in 2004 as an effort to improve the school choice opportunities in the area and to model exemplary sustainable practices while serving the local communities. Our private supporter is the locally based business Applejack Art Partners of Sunderland. The collective vision of school leaders and business partners was to create a school with a sustainable focus for the future, grounded in the local community; place-based education was chosen as the most suitable curricular framework to support the mission of the school.

Demographics School DemographicsIn our upcoming first school year, fifty students are enrolled at SCS, in grades nine through twelve. The student body is equally distributed amongst female and male students (fifty percent of both). The student body is composed of 80% Caucasian, 10% African American, 5% Asian and 5% Hispanic students. Twenty-eight percent of our students are on free and reduced lunch, compared to a state average of twenty-five percent. Twenty percent of our students receive special services. View link to VT State Department of Education website for more information on special services available to students: Programs & Services : Special Education

19 | P a g e

Town DemographicsView the attached Demographic information about Bennington County, which Sunderland is a part of by visiting the U.S. Census Bureau website here: Bennington County QuickFacts from the US Census Bureau

Vermont DemographicsSee the attached Demographic information about Vermont, from the Rural School and Community Trust website: Rural School and Community TrustUse this link to view Vermont’s Demographic Information Vermont Demographic Information

20 | P a g e

See the attached State Demographic information made available through the U.S. Census Bureau website: Vermont - Profile of Selected Social Characteristics: 2000

21 | P a g e

Part IV. Student Handbook

Sustainable Community School

Parent-Student Handbook2007-2008

Table of Contents

School ExpectationsAttendanceDress CodesBehavioral Expectations

AcademicsCourse OfferingsHomeworkMake up WorkInterim ReportsReport CardsStudent Academic ReportsStudent Academic SupportTutoring

CommunicationCommunication with teachers

School CultureGrace and Courtesy

22 | P a g e

SCHOOL EXPECTATIONS

ATTENDANCE All students are expected to attend school every day when it is in session. The school day begins at _____AM. Students go directly to their classroom. Students are dismissed at ________PM. A student who arrives after 10:30 AM for any reason other than a medical appointment is considered absent and may not participate in any after-school activities (sports, clubs, etc.). Late students must sign in with the receptionist at the front office. Absence and tardiness are excused only for sickness, medical appointments, religious holidays, and funerals. All other absences are unexcused. If any student misses school due to an unexcused absence, it is the responsibility of his/her family to provide educational support to make up missed work. The Main Office will contact the parents of all absent children if the school has not been called with the reason for the absence. SCS strongly discourages families from taking vacations which conflict with the regular school calendar. If a child is absent 10 days in any given quarter, the Principal will arrange to meet with the parents to discuss this issue. Any child absent 40 days or more in the school year may not be promoted to the next grade level. Any child arriving at school after _______ AM is considered tardy and must receive a Late Pass from the Main Office prior to going to class. Two student tardies (more than 20 minutes late) equals one absence, in which case all above-referenced absentee policies apply. DRESS CODE Students should be appropriately dressed for school. Dress that is disruptive to a class is not appropriate. Students who arrive at school inappropriately dressed may be asked to call their parent(s) or they may be sent home for other attire. The school reserves the right to decide what is and what is not an appropriate mode of attire. BEHAVIORAL EXPECTATIONS It is part of the educational mission of the Sustainable Community School to promote in its students ethical standards of behavior. A violation of a major school rule is viewed with the utmost seriousness and may result in suspension, disciplinary probation, or expulsion from school. Other behavior not specifically mentioned below which is clearly contrary to the school’s values may also be considered cause for disciplinary action.

23 | P a g e

The following are considered to be violations of major school rules: • Possessing, using or being under the influence of illegal drugs or alcohol on campus or at any school-sponsored activity • Possessing or using tobacco of any form on campus or at any school-sponsored activity • Behavior which endangers or may endanger others, including possession of weapons and fireworks • Behavior which is verbally or physically malicious • Personal or academic dishonesty, including cheating, lying, or plagiarism • Stealing • Vandalism • Violating another person’s personal privacy, which includes entry into another student’s locker, backpack, or other personal effects • Behavior which damages the reputation and well being of the school • Chronic misbehavior such as rudeness, swearing and disregard for school rules • Disrespectful behavior • Violation of ethical computer use

While behavioral indiscretions will be handled on a case by case basis, discipline focuses on a more pro-active approach, focusing on student responsibility. For example, a student caught in violation of ethical computer us may have to create a presentation or pamphlet on what ethical computer use and why it is inappropriate breach such a code.

*** the following section needs to be worked on, adding Michelle’s infoACADEMICS Grading System

At SCS assessment is more than just a grade. Students and teachers continually evaluate student progress and goals. Students are graded on individual project presentations and assignments within the thematic investigation. Report cards include a letter grade, on an A, B, C, D, F scale, and narrative from the teacher along with the student’s self assessment.

MAKE-UP WORK In order to complete the school year all students are responsible for the completion of work. Teachers may help a student make up work missed due to illness. Teachers may also request that a student receive tutoring for this purpose. Failure to complete assignments in a timely manner may result in failure. INTERIM REPORTS Interim reports are distributed after the first six weeks of each trimester. Parents will receive Interim Reports when students are having difficulty. Such reports may be sent at any time to keep parents informed of their child’s overall progress.

24 | P a g e

REPORT CARDS Report cards are mailed at the end of each trimester (December, March, June). Report cards and requests for transcripts will be held by WDS in the event a family has any outstanding debt owed to the school, which includes overdue or missing library books, aftercare or ASE charges, or tuition. PARENT-TEACHER CONFERENCES Conferences are a very important aspect of communicating about each child’s progress and development. Parents are encouraged to take advantage of the scheduled parent-teacher conferences. Additional conferences may be held at any time during the school year at the request of the parent, teacher, or appropriate administrator to discuss a child’s progress. STUDENT ACADEMIC SUPPORT Students identified to be struggling in specific disciplines by faculty will receive academic support services during free periods. Teachers will collaborate with each other, the students and family to get to the root of what the student’s obstacles to learning may be and create a course of action. Services include learning labs, where students may work with a teacher either one on one or in small groups to explore subject areas in greater depth and overcome obstacles to learning by approaching the subject matter in multiple ways. TUTORING Student/student tutoring is available at any level. Simply talk with the subject teacher to set it up for your child.

COMMUNICATION Communication is essential to our mission. If any issues arise proper protocol is to speak with your child’s teacher first. If issue at hand has not been resolved, speak with or make an appointment with the Principal. COMMUNICATING WITH TEACHERS Parents are urged to contact faculty when circumstances arise which might affect a child’s behavior or performance. Parents are to make official appointments to speak with the appropriate teachers. Please do not try to have impromptu conferences when dropping off or picking up your child. For safety purposes it is important that a teacher be able to focus completely on his or her class during these busy times of day. Making an appointment or putting your questions or concerns into an email allows all parties to have a conversation that is confidential, well thought-out, and focused on the child.

25 | P a g e

CONTRACTUAL COMMUNICATION WITH PARENTS If there is physical, joint custody of a child, all communications that are mailed will be sent to both parents. If there is only one custodial parent, all mailings will go to only that parent unless requested by both parents. Notes sent home with children will be duplicated upon parental request. Official documents such as legal contracts will be sent to the custodial parent. Letters of communication will go to both households.

SCHOOL CULTURE GRACE AND COURTESY Encouraging the development of thoughtful, loving children who are able to articulate their feelings in a respectful way is one of the central goals of the Sustainable Community School. For this reason we ask all members of our community to model this behavior in all their conversations about and around the school. Children who hear adults talking about school matters in the form of “gossip” repeat this behavior, risking the possibility of inflicting hurt and fostering misinformation. Issues involving confidential or adult topics should not be discussed with children present. An appointment with the appropriate person or persons to discuss a sensitive topic shows true respect for our community and its values, as well as models for children how things should be done. All members of the school community – teachers, parents, staff, and students – should make every effort to keep the vision and mission of our school in their hearts during all their communications. Non-school social events such as play dates and sleepovers should be arranged discreetly and outside of the classroom, not at dismissal in front of the entire class. Children who are not included in impromptu social invitations feel left out both when they see their classmates make an arrangement and when children talk repeatedly about it in front of them. Acknowledging the age of the child and how realistic it may be that they can understand the sensitivity of these situations, it should still be everyone’s goal to work towards making school a place where everyone’s feelings are taken into account regarding outside socializing.

Grading SystemAt SCS assessment is more than just a grade. Students and teachers continually evaluate student progress and goals. Students are graded on individual project presentations and assignments within the thematic investigation. Report cards include a letter grade, on an A, B, C, D, F scale, and narrative from the teacher along with the student’s self assessment.

26 | P a g e

Part V. Curricular Development

27 | P a g e

28 | P a g e

Superintendent

Principal9-12

BusinessAdministrator

Community Partnership Coordinator

1 social studies1 English teacher1 math teacher1 science teacher1 foreign language teacher1 physical education teacher1 special education teacher1 ESL teacher is shared with a neighboring district. 1 art teacher1 music teacher1 media specialist1 guidance counselor4 teaching assistants1 technology coordinator 1 school nurse1 agriculture site coordinator

Board of Education

Vermont Framework of Standards

State Testing NSRE (New Standard Reference Exam)Students are tested in eleventh grade for proficiency in English/Language Arts and Mathematics on the New Standard Reference Exam (NSRE). Visit the state testing data bank for more information about the NSRE here: NSRE Data

Tri-State Science ExamIn 2008, student’s science knowledge will also be tested through a new tri-state science exam that will be delivered to eleventh graders.

Curriculum FrameworkStandards-Based DesignThe Sustainable Community School Curriculum is a standards-based curriculum and as such addresses four key sets of questions:

1. STANDARDS: What do I want my students to know and be able to do?2. ASSESSMENT: How will my students show me that they know and can apply it? What will I

judge performance on?3. INSTRUCTION: What do my students need for instruction? What sequence of instruction should

I use? What learning opportunities do I need to provide?4. LEARNER NEEDS AND STRENGTHS: How can I help all students learn?

Vermont State Standards and SustainabilityThe Sustainable Community Curriculum is aligned to Vermont Standards and the philosophy of sustainability. As a seminal resource for this alignment, teachers will utilize The Vermont Guide to Education for Sustainability (2004). In addition to traditional content standards, Vermont is fortunate to also have standards that explicitly support efforts at integrating sustainability into the curriculum: 3.9, sustainability and 4.6, Understanding Place. The “Fields of Knowledge standards focus on systems thinking, connections and interrelationships that are so important to sustainability” (Vermont Guide to Education for Sustainability, p. 41). Project-based lesson design is an essential element of our curriculum as it encourages students to utilize inquiry-based learning skills. The Vermont State Standards are included in the appendix.

Four Stages of Lesson DesignUsing the research of Wiggins & McTighe, Curriculum By Design (1998) and Place-Based Education philosophy four stages of curriculum design are generally followed:

1. Stage 1: Identify Desired Results Choose a topic through the lens of sustainability Decide what your students should know, understand, and be able to do Frame an essential question (inquiry-based learning) Address Place-Based Education goals

2. Stage 2: Determine Acceptable Evidence

29 | P a g e

Define Criteria (Criteria are the measurable pieces of the standards. They provide a reference for how you will assess and evaluate students’ understanding.)

Plan the culminating activity (Putting this activity here accounts for a backwards design process so that the instructor can think about the skills and knowledges the students will need to acquire along the way to help them achieve understanding.)

3. Stage 3: Plan Learning Activities Use Focusing Questions Perform continuous assessment (formative and summative) List Resources Accommodations for students with specific needs (special education and ESL)

The Sustainable Community School

The topic of study chosen by the Sustainable Community School is AGRICULTURE.

The essential question for the semester is:How can sustainability be achieved through stewardship?

Teachers will work collaboratively and individually to develop focusing questions for their content-specific and interdisciplinary units.

Professional Development

“Quality Teaching requires strong professional learning communities. Collegial interchange, not isolation, must become the norm for teachers. Communities of learning can no longer be considered utopian; they must become the building blocks that establish a new foundation for America’s schools.”

(National Commission on Teaching, 2003, p. 17)

Educators at the Sustainable Community School District embrace the belief that all students can learn. Consequently, professional development is ongoing and designed to achieve this goal. The mission, vision, values, and goals are shared by all stakeholders. Professional learning communities (PLCs) are formed as needed throughout the year to address the needs of students. A professional learning community is a collaborative team of people—including community members—who aggressively identify and solve problems as they emerge by “creating places of action, experimentation, and a

30 | P a g e

willingness to test ideas that seem to hold potential for improving student achievement” (DuFour, Dufour, Eaker, & Karhanek, 2004, p. xiv). All PLCs are outcome-based and propelled by five essential questions:

What is it we want all students to learn—by grade level, by course, and by unit of instruction? How will we know when each student has acquired the intended knowledge and skills? How will we respond when students experience initial difficulty so that we can improve upon

current levels of learning? How can we involve the community to help us answer these questions? What happens in our school when, despite our best efforts in the classroom, a student does not

learn?

Not one of these questions can be answered by the individual teacher, administrator, or community member. Instead, a PLC “creates a school-wide system of interventions that provides all students with additional time and support when they experience initial difficulty in learning” (DuFour, DuFour, Eaker, & Karhanek, 2004, p. 7). Responses are based on intervention, not remediation. They are systematic and timely, and they are directive—requiring (not inviting) students to seek additional help and requiring them to spend the additional time needed to learn key concepts in the curriculum.

All educators in the Sunderland School District believe that their participation in professional learning communities provides a unique and meaningful way for them to develop professionally. They are encouraged to continually explore new ideas and methodologies outside of the district that will improve learning in the district. They are encouraged to engage in action research and to share the results of their research with their fellow staff members. Because the PLC philosophy is so embedded in the culture, it is sustainable and can survive the ever-changing requirements of educational legislation like NCLB and standardized assessments.

31 | P a g e

Appendix

Subject Exemplars:EnglishSpanishScienceMathSocial Studies

32 | P a g e

Course: Spanish 2Unit: PollutionTitle: How can we help?Time Frame: One lesson

Stage 1: Desired ResultsUnderstandingsWhat will students understand (about what big ideas) as a result of the unit? “Students will understand that…”Students will understand some pollution issues in Latin America as well as the United States.Students will identify ways to find local solutions for pollution.Students will utilize art to motivate students into social action.

Essential QuestionsWhat arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?How does pollution affect our community?How can art change the way we feel?How can we help?

Knowledge and SkillsWhat is the key knowledge and skill needed to develop the desired understanding?Students need knowledge of: the imperative mood, air, water and land pollution, ways to reduce pollution.

*************************************************************************************What knowledge and skill relates to the content standards on which the unit is focused?Students will address: VT Non-Native language (NNL) standards:NNL 9-10:1 Describing and comparing self with others, using details. NNL 9-10:2 Applying writing and speaking strategies.NNL 9-10:4 Comparing and contrasting products and practices in target culture and own culture by asking and answering questions. NNL 9-10:5 Raising questions and obtaining information about difference and various aspects of the culture. NNL 9-10:6 Participating in interdisciplinary activities.NNL 9-10:7 Using correctly grammatical notions of agreement (gender, number, subject, verb). NNL 9-10:9 Responding and collaborating constructively as members of a partnership, group and audience.

Stage 2: Assessment Evidence

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observation, etc.]

33 | P a g e

Students will participate in class discussions on the reading.Students will write a persuasive paper on pollution.Students will complete a mural/collage with pro-environment slogans.

Performance Task SummaryThe persuasive paper will accompany the mural work. Students will focus on environmental contaminants and answer the question: how can we help? Their mural should be a collaborative reflection of the ideas stated in their essays.

Rubric Titles

Self-AssessmentsAt the end of the project, students will gauge their own level of involvement in the creation of the mural.

Other Evidence, SummarizedInformal oral evaluations will be given as students participate in group discussions.Short quizzes on formation of the imperative mood will also be given.

Stage 3: Learning Activities

What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements.Students will read a Cultura Viva selection from their textbooks on air pollution in Mexico City and how the government has stepped in to try and stop it. They will also read a short passage on technological waste and its impact on the environment. Students will answer comprehension questions and engage in class discussion on what measures are being taken at home and abroad to curb pollution and brainstorm for ways in which individuals can help, leading into the first in a series of lessons on the imperative mood. We will look at examples of murals and collage from Mexican and Costa Rican artists (as they have been in art) and discuss how art can motivate social change. For homework, students will begin essays by writing five things that they can tell a friend to do to help the environment.

34 | P a g e

Course: 9th Grade Integrated Math & ScienceUnit: Rock & Rock, Seeds to Grow! Lesson Title: Pumpkin Growing ContestTime Frame: 90 minutes to start, 3 week duration

Stage 1: Desired Results

UnderstandingsWhat will students understand (about what big ideas) as a result of the unit? Students will understand that...

Soil is formed over time from both living and non-living components. Plants need a mixture of essential nutrients (nitrogen, phosphorus and potassium) to grow.

Essential QuestionsWhat arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?

What is a “good recipe” for productive soil? What type of soil can grow the largest pumpkin?

Knowledge and SkillsWhat is the key knowledge and skill needed to develop the desired understanding?

Students need to have a basic understanding of what soil is composed of, both living and non-living.

Students need to understand that plants need essential nutrients to grow.

*************************************************************************************What knowledge and skill relates to the content standards on which the unit is focused? Problem Solving: Vermont Standards and Evidences- Problem Solving Process 2.2aaa, Inquiry, Experimentation, and Theory Scientific Method 7.1aaa-hhh

Universe, Earth and Environment: Vermont Standards and Evidences—Earth Materials and the Rock Cycle 7.15 b, bb, bbb, 3.10, 3.11,3.12, 3.13 [See also S:9 Physical Science —Properties of Matter and S:18 Physical Science —Half-Life and S:22 Physical Science — Gravitational Force and S:23 Physical Science —Heat Energy AND S:36 Life Science Equilibrium in an Ecosystem.]

Enduring Knowledge: The universe, earth and all earth systems have undergone change in the past, continue to change in the present and predicted to continue changing in the future.

GE S9-12:46Students demonstrate their understanding of Processes and Change over Time within Earth Systems by…* Investigating and explaining evidence illustrating that despite changes in form, conservation in the amount of

35 | P a g e

earth materials occurs during the Rock Cycle.AND* Explaining how the heat (energy) produced by radioactive decay and pressure affects the Rock Cycle.AND* Explaining the processes by which elements (e.g., carbon, nitrogen, oxygen atoms) move through the earth’s reservoirs (soil, atmosphere, bodies of water, organisms).

Stage 2: Assessment Evidence

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observation, etc.]

Students will formulate their own “recipe” for soil. They will then create soil using their recipe and attempt to grow pumpkin seeds.

Students will design their experiment for testing the effectiveness of their created soil and also analyze their experimental design for errors.

Students will keep a science log of their observations over the three week period. Students will test their soil after each week for essential nutrients (nitrogen, potassium and

phosphorus) and perform texture tests. Students will record measurements for the growth of their pumpkin seeds over the three week

period and keep a log of the amount of water and hours of sunlight that plants receive.

Performance Task Summary

The actual pumpkin seed growing contest is the performance task for this lesson.

Rubric TitlesExperimental DesignContributionsSelf-AssessmentsStudents will maintain a log of their experimental observations and will write a report at the end of the three weeks on the challenges and successes of their experiment including explanations and future suggestions.

Other Evidence, Summarized

The final seeds that germinate the best will be grown in the greenhouse over the winter and planted into the community garden in the spring and hopefully harvested the following fall for their bounty.

36 | P a g e

Stage 3: Learning Activities

What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements.

Materials: Soil from campus (same location)SandClayLeavesCompostFresh fruit and vegetablesEarthwormsInsectsPine needlesHummus (from the forest floor)Soil Test kit – essential nutrientLg. clear plastic containers for each groupGraduated cylinderSoil Texture ChartBalance Measuring stick Ruler

Students will be given access to the above mentioned materials or “ingredients” for making their soil recipe, each group will decide upon percentages of each “ingredient” to use for making the most productive soil. Once students have created their soils they will keep a log of their observations of the soil that they created over a three week period. Students will test their soil samples after each week for essential nutrients: nitrogen, potassium and phosphorus and soil texture. Students will germinate pumpkin seeds (5) using their special “recipe” soil to test the effectiveness. Following a three week period students will measure and compare their pumpkin seeds growth to other groups and their soil essential nutrient content. The most “ideal” essential nutrient ratio and largest seedling will be considered the prized “soil recipe” winners.

Extensions:Future studies into alternative methods for growing foods, such as hydroponics or synthetic substrate.

37 | P a g e

Modifications: Additional time to create soils will be given if needed by students.Maintaining a pictorial, verbal log or typewritten log rather than hand written will be permitted.Assistance with measuring devices or chemical testing will be given if needed.

38 | P a g e

Course: History 11B: Social JusticeUnit: Sustainable AgricultureTitle: The Food GapTime Frame: one class period

Stage 1: Desired ResultsUnderstandingsWhat will students understand (about what big ideas) as a result of the unit? “Students will understand that..”Students will understand the issue of social justice, as it relates to food acquisition.Students will identify some ways the disenfranchised in our society can become more empowered in getting good food – and wanting good food.

Essential QuestionsWhat arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?

1. What is the “food gap”? How can we address it?2. Why are the poor so disenfranchised when it comes to food?3. Why are students so disenfranchised when it comes to food?

Knowledge and SkillsWhat is the key knowledge and skill needed to develop the desired understanding?Students will need to know: carrying capacity, subsidized, food justice,

*************************************************************************************What knowledge and skill relates to the content standards on which the unit is focused?

Students will address:Institutional Access: 6.11b. Identify, compare, contrast, and evaluate the political and economic power of various groups.Human Rights: 6.12aaa.Identify and evaluate how individual and group action promote or deny human rights.Forces of Unity and Disunity: 6.14d. Analyze perceptions of race, gender, ethnic group, and

39 | P a g e

socioeconomic class as forces of unity and disunity.Conflict and Conflict Resolution: 6.18bb. Use knowledge of social and conflict theories to identify and propose a solution for a persistent social conflict.

Stage 2: Assessment Evidence

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observation, etc.]

Students will participate in class discussion about the readings.Students will write a position paper exploring a specific issue of food justice.

Performance Task SummaryPosition Paper Assignment: Many people agree, for a variety of reasons, that organic food is healthier for people—and for the planet. One roadblock of organic food has been price. Organic food is more expensive than conventional food. It has been suggested that organic food is the food of the wealthy, and in order to be more beneficial, organic food needs to be more financially accessible. WalMart has been carrying organic food. Is this a positive or negative development? Explain. Position papers should be at minimum three typed pages. They should include research to support position and at least three sources should be used.

Rubric Titles

Self-Assessments

Other Evidence, Summarized40 | P a g e

Stage 3: Learning Activities

What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements.

Students should read “The Food Gap” by Mark Winne (Orion Magazine, 10/05) and “Food Fighter” by Peggy Orenstein (NY Times Magazine, 3/7/04) prior to class. In class, students will engage in discussion about the social justice issue raised in the articles. Students should break into small groups to discuss roadblocks to solving the food gap. Then the groups should brainstorm ways to solve it. After about 20/25 minutes, the groups should come back together and share their thoughts. Students should think about what can be done on a societal level, as well as an individual one.Students will then have a short discussion at the close of class on the social impact WalMart has had on our society—both positive and negative.

41 | P a g e

42 | P a g e

References

Images: Chiselville Bridge image: http://www.coveredbridgesite.com/vt/chisel.htmlFood image: http://www.kqed.org/weblog/food/produce.jpgSchool Image: http://rainfreshharvests.smugmug.com/gallery/1092479/1/50801252/LargeSunderland Community Images: Jen Rosenthal

Wiggins, G.P, & J. McTighe (1998). Understanding by Design. Alexandria: Association for Supervision and Curriculum Development.

Dufour, R., Eaker R., Karhanek G., Dufour R. (2004). Whatever it takes. Bloomington: National Educational Service.

ReferencesAthman, J. & Monroe, M. The effects of environment-based education on

Students’ achievement motivation, Journal of Interpretive Research,9(1), 9-25.

Athman Ernst, J. & Monroe, M. (2004). The effects of environment-basededucation on students’ critical thinking skills and disposition towardcritical thinking, Environmental Education Research, 10(4), 507-522.

Baker, M. & Knapp, C. (2005). Special focus on place-based education, Journalof Experiential Education, 27(3), 265-266.

Blank, M., Deboe Johnson, S. & Shah, B. (2003). Community as text: using thecommunity as a resource for learning in community schools, New Directionsfor Youth Development, 97, 107-120.

Bowers, C.A. (2004). Comments on David Gruenewald’s “a foucauldian analysisof environmental education. Toronto: The Ontario Institute for Studies in Education of the University of Toronto, 223-232.

Dworkin, Martin, ed. (1959). Dewey on education. New York: Teacher’s CollegePress, 76-78.

Emekauwa, Dr. Emeka. (2004). They remember what they touch…the impact ofplace-based learning in East Feliciana Parish, Rural Trust White Paper onPlace-Based Education.

Ives, B. & Obenchain, K. (2006). Experiential education in the classroom and academic outcomes: for those who want it all, Journal of ExperientialEducation, 29(1), 61-77.

Gruenewald, D.A. (2005). Accountability and collaboration: institutional barriers and

43 | P a g e

strategic pathways for place-based education, Ethics, Place and Environment,8(3), 261-283.

Gruenewald, D.A. (2003). The best of both worlds: a critical pedagogy of place, Educational Researcher, 32(4), 3-12.

Gruenewald, D.A. More than one profound truth: making sense of divergentcriticalities, Educational Studies, 206-215.

Knapp, C. (2005). The “I-thou” relationship, place-based education and AldoLeopold, Journal of Experiential Education, 27(3), 277-285.

Lieberman, J., & Hoody, L. (1998). Closing the achievement gap: Using theenvironment as an integrating context for learning. San Diego, CA: StateEducation and Environmental Roundtable.

Norris, C.J. (2005). “The earth is not flat any more”: reflections on the impact ofa rural/urban educational leadership exchange on place-based instruction,Educational Considerations, 33(1), 15-22.

Powers, A. L. (2004). An evaluation of four place-based education programs, The Journal of Environmental Education, 35(4), 17-32.

Powers, A.L. (2004). Teacher preparation for environmental education: facultyperspectives on the infusion of environmental education into preservicemethods courses, The Journal of Environmental Education, 35(3), 3-11.

Powers, A.L. & Duffin, M. (2004). An evaluation of the sustainable schools project.Place-Based Education Evaluation Collaborative.

Ruitenberg, C. (2005). Deconstructing the experience of the local: toward a radicalpedagogy of place, Philosophy of Education Yearbook, 212-220.

Schlottmann, C. (2005). Introduction: place-based and environmental education, Ethics, Place and Environment, 8(3), 257-259.

Smith, G. (2002). Going local. Educational Leadership, 60(1), 30-33.Smith, G. (2002). Place-based education: learning to be where we are, Phi Delta

Kappan, 83(8), 584-594.State Education and Environment Roundtable, for California Department of Education(2000). The effects of environment-based education on student achievement,phase one. San Diego, CA.State Education and Environment Roundtable, for California Department of Education(2005). The effects of environment-based education on student achievement.phase two. San Diego, CA.U.S. Department of Education, National Center for Education Statistics (2002). The

condition of education 2002 (NCES 2002-025). Washington, D.C.: USGovernment Printing Office.

Westra, K.E. (2003). Measuring more than right answers, Principal Leadership, 4(1), 60-63.

44 | P a g e