MVA students become leaders of their own learning by continually reflecting on their understanding.
Story Behind the Evidence:
MVA prides itself on living of all of EL Education design principles, especially Solitude and Reflection and Responsibility for Learning. MVA students reflect on their progress in academics, character, and long-term growth. Student self-evaluation is built into CREW, fieldwork, kickoff experiences, classes, student-led conferences, and exit presentations.
Crew Accountability Check-ins (Academic & Dojo)
Students continually reflect in CREW on short-term academic achievement and character. Students use several tools to look at their data and then reflect on progress for a bi-weekly time frame. They track their progress in a CREW notebook or on a Google Form, depending on their grade-level. MVA utilizes the Skyward grading system, individual learning tracking forms, and entire class charts for students to reflect on their academic growth. Additionally, MVA students reflect on their character using Class Dojo, digital character check in program, tracked over various periods of time from one week to an entire trimester.
Students take responsibility for their learning using the CREW Accountability Checklist. During CREW each week, students meet with an accountability partner to reflect and develop academic and character goals. Throughout each week, students check in with their accountability partner and feel a personal responsibility for the growth of their peer.
Reflections - Tracking Progress
MVA students track their progress in meeting content learning targets during each expedition. Students assess their base level prior to learning new knowledge and concepts. They indicate the current date on their beginning level of proficiency. Throughout an expedition, students track their progress on standards-based learning targets and conclude with an individual post-assessment of each learning target. Students are also asked to record a reflection of how they know their level of understanding. We ask them to provide evidence. Students also chart their progress on whole class tracking learning charts. This is a great way for us as a class to see where everyone is at with their understanding.
SLCs Reflection (Debrief from After)
Two times a year, students reflect on their progress and prepare a student-led conference. At this time, students share their strength and challenge classes and provide parents with evidence that supports their words. Additionally, students reflect on their overall character for the 12 week period of time. Students also provide evidence for their character either through their Class Dojo report or in past years their Solo records. At student-led conferences, students show progress through MAP testing, independent reading which we call Star Reading, and achievement towards their trimester goals.
Click Here for an Example Student Led Conference
Exit Portfolio Presentations
Over the course of three years students collect evidence to create an exit portfolio presentation where take time to reflect on accomplishments, aspirations, and themselves as a person. Students acknowledge all the areas in which they grew as a person, and provide the audience with a path of where they will go from here. Kids share roadblocks they’ve encountered, inspiring people in their life, and their long-term goals after high-school. The end of eighth grade year marks the start of a new journey. The goal of exit presentations is for students to share a plan of how they will achieve success in the world.
Click Here for an Example Exit Portfolio Presentation
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