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En Monarch, nos esforzamos por crear un enfoque de aprendizaje y desarrollo que infunda perspectiva, compasión y curiosidad en nuestros estudiantes. Descubra cómo trabajamos para hacer de la educación una experiencia que vaya más allá de lo académico y que permita el desarrollo como pensadores, líderes comunitarios y personas.
Participación de los padres :
En Monarch Community School, las familias y el personal participan juntos en el proceso educativo apropiado para el desarrollo, lo que les permite disfrutar del enfoque de aprendizaje integral del niño, donde el crecimiento académico, social, físico y emocional son igualmente importantes, están interrelacionados y son reconocidos. Monarch puede ofrecer este programa alternativo porque se basa en el papel activo y vital que desempeñan los padres.
Se espera que los padres:
Asistir a las reuniones de padres
Trabajar en un aula o en el patio de recreo.
Acepta un trabajo en el aula o en la comunidad.
Además, los padres pueden optar por participar en la gobernanza de la escuela como miembros o asistentes de la Junta Comunitaria de Monarch (nuestra organización sin fines de lucro dirigida por padres que apoya a la escuela).
Disciplina positiva
Why does Monarch embrace the Positive Discipline philosophy? Scroll to read an overview from Principal Michelle to find out why!
Positive Discipline training:
For new Monarch families, staff, and families who would like a refresher, 12 hours of Positive Discipline training is offered by Colleen Murphy, at no cost. All families who are new to our community or who haven’t attended Positive Discipline training in the past, are expected to attend all sessions.
Childcare will be provided and all families new to the community or who have not yet participated in Positive Discipline training will get confirmation of their participation. Visit Positive Discipline Community Resources page for more information and resources.
Why does Monarch embrace the Positive Discipline Philosophy?
Amelia von Gerer
Principal
A big part of what I do every day involves using two Positive Discipline tools, 1) problem solving and 2) communication, which are the foundation of interpersonal relationships. In the past, it was common for school principals to use punishment. In a school with a Positive Discipline philosophy, punishment has no place. Instead, we use problem solving. This is why I assist with all kinds of problem solving – problems between students, teachers and students, parents and teachers, parents and children, parents and parents, and other combinations!
It is critical for adults to model these tools by:
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Practicing them with children,
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Supporting them when they practice with each other and
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Practicing it with other adults.
When we have a problem with another adult, we go to that person and let them know so that together we find a solution. Is this always easy? No. Sometimes it helps to go to someone neutral first and talk things through. Myself, and the Monarch teachers are available to listen and support parents and students. For problem solving to be successful, it is important for the parties involved to work together. Problem solving can be hard when there is a problem between two parties (or more) and they do not talk to each other. We can support you when you reach out to the other party and want help problem solving. This is true for all the problem solving combinations I mentioned above.
Another useful Positive Discipline tool is “I Messages”. An I Message goes like this: “I feel unsafe when people grab me and I need them to ask me before they touch me.” Naming a feeling can generate empathy; clarity about which behavior or action is of concern; and there’s a request for amends for the individual or community that has been harmed. When even one person in our community is harmed, we all are. So let’s make a plan for healing that community.
In summary, there isn’t always an easy solution to every problem. We all have to decide what is the best way to deal with feelings that come up for us when interacting with others. Confrontation isn’t always the best way and is never the only choice. Often building trust and relationship with the other person is the best place to start. There is no one best way to solve every problem because there are so many different issues and possible combinations of circumstances. But not communicating when you need to will only postpone problem solving.
As your principal, I don’t possess special problem-solving powers but it does put me in a position where I can support others to walk the talk of Positive Discipline and communicate with each other to solve problems when needed. We need to commit to working together toward being the best communicators and problem solvers we can be.
Our children deserve this from us.
Please see some of the resources Colleen Murphy shared with parents during the PD training series. I hope the information can be a support for adults and children alike!
Diversidad y justicia social
Monarch Community School is blessed with diversity including race and ethnicity, gender identification, family structure, cultural background, linguistic range, neuro-diversity, economic status, religious affiliation, resilience, learning modality, etc.
With such diversity comes a responsibility and willingness to learn about the experiences of the people and groups of people with whom we learn and work.
Pictured: Climate Action Walkout / Salida de Acción Climática
Justicia restaurativa
All four of the Branciforte Small Schools programs share the same School Connectedness goal: that all staff will continue learning about and enacting Restorative Justice practices; each school will share Restorative Justice principles and practices with parent groups; and students will begin to learn how to serve as Circle Keepers.
Restorative Justice practices empower people to resolve conflicts on their own and in peer mediated small groups to talk, ask questions, share their thoughts and feelings, and work towards making amends when someone has been affected by another’s actions or words. This year the RJ Leadership team will focus on expanding its repertoire of Circle practice. We will continue building community through Restorative Community Circle practice where adults and students will practice speaking from the heart: using language and choosing words that accurately communicate what we hold to be important.
We are learning to listen from the heart: to check our assumptions that might keep us from really hearing what others have to say and believing that what they have to say may be something that is important and helpful. When we listen from the heart we try to set aside any stories we may hold about the person. This opens up the possibility of making wonderful discoveries about, and surprising connections with, each other. You may see Restorative Circles, in addition to class meetings, Buddy Ups, and other community building activities within the classrooms.
Preguntas y respuestas
A continuación se presentan algunas respuestas a preguntas comunes sobre las filosofías de justicia restaurativa e informada sobre el trauma en Monarch:
“¿Dónde puedo encontrar más información sobre la filosofía basada en el trauma y los Círculos Restaurativos en Monarch?”
Esta práctica descripción llamada “Implementación de prácticas restaurativas” es desarrollada y publicada por SEEDS, la organización que brinda servicios de consultoría y entrenamiento para el personal de BSSC y Harbor High School.
“¿Cómo se relaciona un Círculo de Justicia Restaurativa con lo que los estudiantes ya están haciendo en la escuela?”
A medida que aprendemos más sobre Justicia Restaurativa, descubrimos que muchas de sus prácticas están absolutamente alineadas con la Disciplina Positiva y las prácticas informadas sobre el trauma.
Por ejemplo, las reuniones de clase y familiares suelen comenzar con elogios y felicitaciones, o consisten principalmente en ello. Establecer una cultura y un clima de amabilidad, gratitud y compasión ayuda a los miembros de la comunidad a resolver los problemas JUNTOS, asumiendo intenciones positivas de todas las partes y encontrando soluciones beneficiosas para todos ( lea este artículo para obtener más información sobre cómo lograr soluciones beneficiosas para todos ).
De manera similar, en los Círculos de Construcción de Comunidades Restaurativas, los miembros de la comunidad responden a indicaciones y preguntas cuidadosamente seleccionadas que están diseñadas para abordar cualquier variedad de necesidades de la comunidad, incluida la construcción de relaciones confiables, constructivas y mutualistas.
Las relaciones de confianza, positivas y resilientes construidas durante las reuniones de clase/familia y los círculos de RJ son la receta para las necesidades de apego de las personas cuyos sistemas nerviosos están desregulados, lo que, a su vez, es un principio de la práctica informada sobre el trauma.
Active hands-on Learning
Currículo temático basado en la investigación para toda la escuela.
Excursiones mensuales relacionadas con el tema curricular.
Cursos de viernes para distintas edades dirigidos por estudiantes y miembros de la comunidad.
Culminante
Celebraciones de aprendizaje para mostrar el crecimiento de los estudiantes.
Filosofía del currículo
At Monarch Community School we believe that for a school to operate effectively, its staff, parents, and students need to have a shared educational philosophy. We believe that learning is a lifelong process, that we are all learners, (students, teachers, and parents alike), and that there are developmental stages of social and academic maturity. People learn best from hands-on experiences both individually and in multi-age groups. Finally, and perhaps most importantly, we must feel safe and cared for in order to develop to our fullest potential.
At Monarch, we believe that learning happens best when we are all working together, (students, teachers, and parents), to develop a rich learning environment spanning home, school, and the greater community. We are committed to providing a developmentally appropriate learning environment in which students are 'constructing' their own knowledge connected to their real lives and building upon their prior experiences. We believe that students learn best when they are involved and engaged in purposeful learning in which they have:
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Ownership and responsibility
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A balance of choice and direction, experience and practice
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Knowledgeable guides (adults, parents, mentor students)
At Monarch, we nurture a culture of respect, where each individual works toward his or her personal best both academically and socially.
What follows are descriptions of the Guiding Principles and Practices that are rooted in our assumptions about learning and bring our philosophy to life. They are generally broken down into three component areas: 1) Social-Emotional Curriculum, 2) Academic (cognitive) Curriculum, and 3) Shared Governance/Community Relationships.
SOCIAL EMOTIONAL CURRICULUM
The social-emotional curriculum is the foundation of our program. It is based on our beliefs about what is important for the social and emotional functioning of the school community. Our first and foremost goal is to create a healthy environment of mutual respect and dignity for both children and adults. This foundation gives the academic curriculum a place to root itself and grow.
ACADEMIC (COGNITIVE) CURRICULUM
With a strong and stable social-emotional curriculum as a foundation, the academic curriculum offers the students the framework to stretch themselves intellectually. Over the years at Monarch students progress from learning skills, to developing and mastering these skills and then applying them. Through experiential learning they broaden and deepen their understanding of themselves and the world around them.
SHARED GOVERNANCE AND COMMUNITY RELATIONSHIPS
In order for the social emotional and academic components to flourish many different systems and activities must function behind the scenes. We are a small, public school with limited funding. In order to provide the variety of education options and small group instruction we feel is critical to student learning we need a committed parent community who are highly involved in the education of our students and the running of our school. At Monarch it really does take the whole village to raise a child.
Learn more about Monarch's Vision here.
Thematic Curriculum (4 year cycle)
Monarch's thematic curriculum is Science and Social Studies based. We cycle through the thematic units over a period of years, making use of the concept of "spiraling curriculum" in which students study themes in depth (and at the student's appropriate developmental level) at various times as they progress through their tenure at the school. The themes are integrated into the other subjects (math, art, and language arts, e.g.) whenever possible. Attention is paid to the state frameworks when planning curriculum. For a more detailed explanation of themed curriculum, please talk to the teachers.
Entre bastidores: cómo se desarrolla la enseñanza de un tema
The classrooms have just begun activating students’ prior knowledge about our new social studies theme Economic Justice by:
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Presenting the Essential Questions that drive the unit
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Assessing present levels of the skills that are targeted standards (learning intentions), and
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Introducing some of the materials and experiences that the students will encounter
Each time a theme is repeated, the staff reviews the planning document (Understanding by Design/Backwards Planning model) to update current events, integrate the interests and funds of knowledge that the current student population contributes to the topics, and to reinvigorate our own understandings of the standards and skills associated with the unit. We also look carefully at how the essential questions and targeted understandings carry overtones of social justice and our on-going journey to anti-racism in our curricular, behavioral and interpersonal objectives and expectations.
The Essential Questions follow; you may notice that the word choice is very broad and ‘kid-friendly’. This is intentional so that the students and their teacher-guides can best match the developmental and academic needs of the individuals and student groupings.
Essential Questions:
1. How do people get what they need and want?
2. What do people do with their money?
3. Why do some people have more money than others?
In teacher Susie’s latest addition to the document Monarch Communication from Teachers 2021-22 (Messages to families), she writes: “We will explore the difference between wants and needs and how people get what they need and want, looking at some of the reasons why some people have more money/resources than others and asking what people do with their money.”
We will also support the students in conducting interviews with grown-ups about their jobs, education, and interests within the monarch Community, and beyond, in order to help them construct deeper understanding about the complex topics of wealth and poverty; resource management; power structures in relation to resources management and distribution; etc.Students will have many opportunities to develop and hone mathematics skills by expanding their understanding and application of place value through the Money units in the respective Math Workshops. Communication Workshop (Reading, Writing, Speaking and Listening) supports students in learning how to write Opinion or Argumentative essays (as is developmentally appropriate for the students), in addition to interviewing, summarizing, paraphrasing, citing sources, etc.
As a culminating Learnign Celebration, the students will hold a market simulation, exploring the many processes of creating goods and services. This simulation will touch upon market research, marketing (persuasive writing), planning for a product including collaborative design, materials management, and money management. This simulation will ask students to weigh the benefit and cost ratio of offering products or services and allow students to consider the role of ‘value’ from the viewpoints of individuals, groups, and/or organizations.
Evaluación del aprendizaje
Informes de progreso narrativos
Los estudiantes de la escuela comunitaria Monarch no reciben boletines de calificaciones basados en letras (A - F). En cambio, los maestros dedican una gran cantidad de tiempo y esfuerzo a elaborar evaluaciones narrativas significativas e informativas que describan el crecimiento de cada niño y sus próximos pasos en las áreas socioemocional y académica.
Estos informes nos permiten reconocer y celebrar el aprendizaje y el crecimiento de un niño en el desarrollo de las habilidades de vida que deseamos para ellos: perseverancia, curiosidad, confianza, empatía, generosidad, espíritu comunitario, junto con alfabetización académica, sentido numérico sólido y un compromiso con la justicia social y ambiental integrados en las unidades temáticas.
Criterios de salida
A medida que los estudiantes se preparan para salir de Monarch al final del quinto grado, cada uno se toma un tiempo para reflexionar sobre su propio crecimiento y aprendizaje. Esto se logra a través de un proceso de preparación para la Presentación de Criterios de Salida en mayo, un rito de iniciación muy importante que celebra la culminación de los años en Monarch Community School.
Throughout Exit Criteria preparation process, each student works with a volunteer known as the Classroom Companion (typically a Monarch parent or family member, not their own) and Teacher Assistant to review work samples highlighted in the Portfolio Assessment System, from all years at Monarch. They reflect on how they’ve developed the Habits of Mind and Habits of Heart, and how they’re meeting the Criteria laid out in the Exit Criteria. With the support of the Classroom Companions, students design and practice their presentations to ultimately share with a panel consisting of peers, staff, parents, and community members at their Exit Criteria Presentation in May.
The Exit Criteria itself outlines what we want students to be able to know and do when they leave Monarch Community School. As the staff plans thematic units and map out instruction for Communication and Math Workshops, we intentionally connect the essential questions, choose materials, and plan sequences of learning that can be the content of each student’s meaningful reflection of their understanding of themselves as learners, who are capable students ready for their next educational adventures.
Below are the Exit Criteria that the Classroom Companions support students to demonstrate in their presentations:
General values, essential characteristics & big ideas
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To be prepared for their next learning environment
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Will be a problem solver who can find/use resources and apply strategies as needed
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Be able to be a positive member of the community by displaying leadership skills, being respectful of others, and able to participate in a democratic process
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Think critically, making use of the Habits of Mind
Habits of Mind:
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Evidence: How do we know what we know? What’s the evidence? Is it credible?
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Viewpoint: What viewpoint are we hearing, seeing, reading? Who is the author? Where is she/he standing? What are his/her intentions?
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Connection: How are things connected to each other? How does “it” fit in? Where have we heard or seen this before?
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Supposition: What if...? Supposing that...? Can we imagine alternatives – things happening differently?
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Relevance: What difference does it make? Who cares about it? (From the Central Park East Secondary School’s “5 Essential Habits of Mind”)
Content Areas
Language Arts: Demonstrate critical thinking using the Habits ofMind. Be able to show evidence of communication, collaboration, and creativity.
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Criteria #1 (Reading) Demonstrate reading capability and be able to communicate what was read
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Criteria #2 (Writing) Demonstrate ability to write fluently in a variety of genres with appropriate mechanics, organizational skills and a clear voice
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(Note: Writing is to be demonstrated, in Exit Criteria presentations, only in support of a science criteria or social studies criteria (or both). However, writing may also be used, separately, to address Habits of Heart, Growth over Time, and/or Uniqueness.)
Math: Demonstrate critical thinking using the Habits of Mind. Be able to show evidence of communication, collaboration, and creativity.
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Criteria #1 Demonstrate the ability to solve problems logically and creatively using the mathematical practice standards (e.g. make sense of problems and persevere in solving them, justify conclusions, communicate conclusions/strategies to others, respond to mathematical arguments of others, be able to solve a problem in more than one way, be able to relate a mathematical idea to everyday life, use appropriate tools, be accurate).
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(Reference California Common Core)
Science: Demonstrate critical thinking using the Habits of Mind. Be able to show evidence of communication, collaboration, and creativity.
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Criteria #1 Demonstrate knowledge in depth of one of the science themes, including essential questions, covered during tenure as a student at Monarch
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Criteria #2 Demonstrate knowledge of scientific process skills (including observe/collect data, come up with a scientific (research) question, develop a hypothesis, predict outcomes, plan and conduct an investigation, interpret results, and communicate results with others)
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Criteria #3 Demonstrate/explain the significance of a scientific issue as it relates to everyday life
Social Studies: Demonstrate critical thinking using the Habits of Mind. Be able to show evidence of communication, collaboration, and creativity.
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Criteria #1 Demonstrate knowledge in depth of one of the social studies themes, including essential questions, covered during tenure as a student at Monarch
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Criteria #2 Demonstrate knowledge of social studies skills (including determine a question, conduct research, evaluate, organize and apply information, discussion/communication, group participation/interaction, conduct interviews, use geographic terms accurately, use/make timelines, express others’ viewpoint, make predictions, make hypotheses, notice patterns, make connections)
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Criteria #3 Demonstrate/explain the significance of a social issue as it relates to everyday life
Visual and Performing Arts/Self-Expression: (Optional) Demonstrate critical thinking using the Habits of Mind. Be able to show evidence of communication, collaboration, and creativity.
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Criteria #1 Demonstrate knowledge of the different artistic genres
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Criteria #2 Demonstrate an understanding of personal growth in the visual and performing arts.
The Classroom Companion and student complete a Planning Guide to help the student develop a coherent narrative of their progression to becoming curious, motivated, persistent, independent, and confident problem solvers.
When the big day arrives, the student is welcomed by a panel of observers and guests made up of the Classroom Companion, Teacher Assistant, Peer Observer, Outside Observer, and family members. The Outside Observer is typically an educator from a different school or organization. We invite parents of younger students (from the Earth, Tierra and Sea classrooms) to serve as Outside Observers so that they can experience this impactful rite of passage that their own child will accomplish in a few short years.
When the student has completed the presentation, observers and guests are invited to offer appreciations and ask questions. One of the Criteria is to be able to answer on-the-spot questions. The family and student then leave to complete a letter and self-evaluation version of the rubric. The observers complete a rubric as a team, and complete evaluations of the process. Finally, the Classroom Companion and student meet once more to share the letters from the family and review the rubrics.
This process continues to evolve over time, and we’ve had to make adjustments in light of the effects of the Pandemic. We are extremely proud of the school community for providing such a personalized and alternative form of assessment, and of course, for the students who take big risks in reflecting, planning, and presenting in this unique rite of passage.
Entre bastidores: cómo surgieron las presentaciones de los criterios de salida
Monarch es una escuela alternativa que no cuenta con un sistema de calificación típico. Esto llevó a Monarch a crear su propia plataforma para la reflexión sobre el éxito de los estudiantes. (Hacemos hincapié en el uso de "reflexión" en lugar de "medir" el éxito, mientras que "medir" infiere un estándar encasillado de un estudiante evaluado académicamente). La misión de Monarch siempre ha buscado valorar a los estudiantes como jóvenes que experimentan crecimiento (y "éxito") en muchas áreas: académica, social y emocional. Cada estudiante es honrado como un estudiante exitoso y realizado cuando supera su "rito de iniciación" final llamado "Entrevista de salida": una presentación de 20 minutos de su trabajo en esta escuela.
Las presentaciones de criterios de salida se completan cuando el estudiante se está preparando para dejar Monarch y pasar a la escuela secundaria. Este programa se implementó hace 13 años y se ha transformado en algo más grande, más expansivo y más profundo de lo que la visión original podría haber anticipado. La energía colaborativa de la directora formal Lysa Tabachnick y el personal de Monarch fueron los visionarios e implementadores impulsores de este programa, que idealmente respondería a la pregunta de cómo una escuela alternativa demuestra que los estudiantes han aprendido algo al estar aquí.
En una entrevista con Lysa, ella relató el impulso inicial: “Debemos tener una idea clara de lo que esperamos que los niños puedan saber y hacer cuando se vayan, y así es como se crearon los Criterios de Salida. '¿Cómo vas a demostrar eso?' es como surgieron las presentaciones”.
Para crear un plan de estudios y una estructura para el programa de entrevistas de salida se necesitaron muchas perspectivas, mentes abiertas y corazones grandes y centrados en valores. Se contrató a Mark Gordon para que ayudara a guiar el proceso, aportando sus años de experiencia trabajando con Deborah Meier (autora de El poder de sus ideas) y con escuelas en Nueva York y Oakland, California.
Mark le dio a MCS un lenguaje que explicaba los hábitos de la mente (que se derivan del trabajo de John Dewey y Ted Sizer), lo que ayudó al personal de Monarch a articular sus valores existentes de honrar a cada niño como aprendiz (mejorando el currículo con la enseñanza del "cómo" y "por qué" aprendemos y no solo el "qué"). En las etapas de desarrollo de este programa, Mark ofreció este punto de vista: "No estamos simplemente enviando a los niños al mundo porque han pasado por sus años en Monarch, estamos afirmando, con evidencia, que están listos para el siguiente paso. Entonces, ¿qué pensamos? ¿Qué valoramos realmente? ¿Cuáles son las cosas que realmente cuentan... que permiten (a los estudiantes) tener éxito?"
El personal de Monarch dedicó muchas horas a enfrentar el desafío de cerrar la brecha entre la evidencia de la preparación educativa y el reconocimiento de cada estudiante como aprendiz y persona individual. Como profesionales de la educación, sabían qué buscaban como evidencia (de ahí surgió la rúbrica); sin embargo, para honrar el proceso y la producción de ser un aprendiz, el estudiante debe estar íntimamente involucrado con el cuerpo de esta desafiante presentación.
También se desarrolló el rol del Acompañante de Clase. Estos voluntarios son padres que trabajan con los estudiantes a partir de noviembre para construir relaciones de confianza y cuentan con el apoyo de un Asesor Docente. El equipo de Acompañantes de Clase de este año ya ha asistido a dos capacitaciones y ahora está listo para ayudar al estudiante a finalizar las elecciones de las muestras de trabajo del portafolio y otras fuentes que mejor muestren el aprendizaje y el crecimiento de los estudiantes a lo largo del tiempo. Los Acompañantes de Clase se han sumergido rápidamente en los detalles y están comprometidos a apoyar a los estudiantes en este programa que está impulsado por valores que honran el corazón y la mente de cada estudiante.