Community Regional Charter School �Strategic Design Reflection

Community-Centered, Uncompromisingly Learner Focused

May 2022

Community Regional Charter School �Strategic Design Reflection

Guiding Principles

Community Regional Charter School Guiding Principles

​

About Learners & Learning, we believe/understand that:

​

• learners learn differently and at different paces,
• mistakes are a natural and valuable part of learning,
• learners learn when they feel safe and feel valued,
• learning is enhanced by meaningful, real-life experiences requiring complex reasoning,
• learning requires effective, formative feedback.

​

About Learning Facilitators and Coaches, we believe/understand that they:

​

• are invested in the academic, emotional, and social development of learners,
• set the conditions for a safe and welcoming learning experience,
• are flexible and can change and adapt instruction to better meet the needs and temperament of learners.

​

About Effective Learning Communities, we believe/understand that communities:

​

• provide context, materials, and expertise for real world learning experiences,
• provide a physically and emotionally safe and welcoming learning environment,
• encourage and support risk taking and innovation.

We plan to consider the following “action steps” as we move our system closer to aligning with our Guiding Principles.

​

​

1. Provide a safe environment to take risks. Process with learners when they do make a mistake/take a risk.
2. Provide learners with effective, timely feedback and help them learn to use feedback effectively.
3. Offer lots of voice & choice opportunities for all learners, whenever possible.
4. Offer a range of learning experiences and elective offerings (Labs, Seminars, Tutorials, Mentorships) including college-level course work, hands-on experiences, and leadership development.
5. Meet learners where they are ready to learn. Provide a variety of pathways and options using learning targets representative of individual learners’ needs/academic level, interests, and learning preferences as opposed to referencing “grade” levels. Use flexible grouping practices to meet learners’ individual needs on a regular, daily basis.
6. Require critical thinking by explicitly teaching critical thinking skills using critical thinking tasks to deepen understanding of content knowledge. (graphic organizers, etc.)
7. Build curriculum around learning targets. Facilitators accept learning targets from multiple activities and provide learners with multiple ways to demonstrate proficiency/competencies.
8. Modify learners’ assignments to meet individual needs & skills and naturally build in accommodations.
9. Provide learning opportunities at a variety of times during the day.
10. Offer alternate settings for learning and leverage playground areas to provide learning experiences.
11. Focus on intentionally building positive relationships with learners. (daily check-ins, greetings, etc.)
12. Teach self-regulation and process behavior with learners.
13. Invest in the academic, emotional, and social development of learners.
14. Increase our focus on the development of Habits of Mind.
15. Adopt a balanced approach as we use data to inform our practices. (NWEA and State Tests are standardized, based on assigned grade levels.)
16. Review our bullying policies.
17. Use learner-led conferences.
18. Increase counseling & library services.
19. Provide technology and tools needed for a variety of learning tasks.
20. Implement a hiring process that aligns prospective facilitators with our mission.
21. Increase professional development and training opportunities for facilitators.
22. Improve our understanding and skill at recognizing and helping learners address and cope with their social emotional needs.
23. Celebrate all successes
24. Increase parent understanding of learner progress or lack thereof and investigate additional ways to communicate “pacing”.
25. Build a wider understanding in the community about our mission, vision, and efforts we are making to align with our strategic design.

​

Action Steps (Implications) for Our Guiding Principles

Core Values

Cultivating Excellence

Integrity: People with integrity are honest, fair and trustworthy.

Excellence: People who pursue excellence take pride in their work, give their best efforts, persevere, reflect on results, and apply this new learning to subsequent tasks.

Cooperation: Cooperative people actively participate with others in sharing information and ideas toward a common goal.

Improvement: A commitment to continuously enhance the quality of personal and organizational results, performances, and processes.  

 Compassion

Caring: Compassionate people show concern for the well being of self, others, and their environment. Caring is shown through compassion, generosity, kindness and service.  

Respect: Respectful people have confidence in their own identify, and acknowledge, understand, and support the rights of others. 

Citizenship: Responsible citizens contribute to their community (local/global) in active, positive, and creative ways and encourage the participation of others. 

Character

Honesty: Honest people are truthful and sincere

Trustworthiness: People worthy of trust keep promises, fulfill commitments, and abide by an agreement

Loyalty: Loyal people consistently demonstrate respect and provide support and commitment based on positive values.

Accountability: A quality in individuals whereby each knows, understands, considers, and accepts the impact and consequences of personal actions and decisions.

Fairness: Fair people are committed to justice, the equal treatment of individuals and acceptance of diversity. 

Creative Courage

Courage: People with courage are willing to risk themselves despite the likelihood of negative consequences or fear.

Adaptability: Adaptable people operate with a growth mindset, are confident enough to receive feedback, and are willing to continually improve in an ever-changing world. 

�

Core Values

Action Steps for Our Core Values

These are suggested steps that could help continue building a culture that supports our transformative work.

​

1. Make our core values more prominent and practiced. Our core values are kept at the “top of mind” by displaying around school, on the walls, classrooms, etc. and by incorporating in a variety of conversations in and outside formal meetings.
2. Use our system’s set of core values across all buildings.
3. Refer to and use our core values at all staff meetings, leadership meetings and professional development activities.
4. Incorporate our core values in the hiring process. (Include in the new hire paperwork: mission, core values, guiding principles, etc.)
5. Our core values should be part of the conversations on our first day workshops for both returning and new learning facilitators including what will be done if someone doesn’t honor them. Make it clear that we all are responsible for monitoring the application of our core values.
6. Maintain learner-focused discussions as opposed to facilitator focused. Everyday conversations between learning facilitators are representative of our core values.
7. Use our core values as a part of our evaluation process and administrative walkthroughs. Follow through when they are not appropriately used.
8. Increase parental understanding of our core values.
9. Promote our mission statement, core values, and guiding principles with all stakeholders.
10. Use our core values as part of our expectations for learners, part of the culture in all classrooms.
11. Incorporate our core values into classroom instruction and incorporate them into our PBIS across all buildings. Learners should be able to describe each core value to their facilitators. Find appropriate ways to help learners understand and practice them. Invite speakers to come into classes, from other buildings and our community, to speak about our core values.
12. Core values should be used in practice, like habits of mind.
13. Incorporate our core values into our panoramic survey and learner recognition awards. (Golden tickets/Raven rewards).
14. Monitor our core values in reflective activities, peer mentoring, administrative feedback, and open communication.

​

Future Conditions

Spheres of Living: Future Conditions

Personal Sphere (Future Conditions)

1. The speed of change is rapid, continuous, and impactful.
2. Life’s demands require flexible thinking and the willingness and ability to adapt to the situations that arise.
3. Continuous advances in technology requires individuals to be lifelong learners.
4. Expectations are that products and services will continue to be customized for the individual.
5. Individuals face a steady stream of decisions, many with moral and ethical considerations.
6. Responsibility for financial independence has moved from employers to individuals.
7. Awareness of personal responsibility for a healthy physical and mental lifestyle has increased.
8. Supports will help with stressors for mental, physical, spiritual, and social health.

​

Learning Sphere (Future Conditions)

​

1. The changing world requires lifelong learning for both personal and professional success.
2. Updating one’s skills, once the responsibility of the company or employer, now is more the responsibility of the individual.
3. Online learning, customized to the learner, is available on nearly every topic of interest.
4. Technology and the Internet provide powerful tools for finding information and for learning.
5. The amount of new information available is more than anyone can consume, comprehend, and/or use.
6. It is critical to teach thinking skills to assess validity of information.
7. Lifelong learning requires core competencies of complex reasoning and habits of mind.
8. It is important to learn how to research information in greater depth.
9. Learning opportunities are personalized and customized.
10. Much of the information in the media and on the Internet is biased and/or inaccurate.
11. Creative thinking, collaborating, communicating and critical thinking are essential to becoming a lifelong learner.
12. Develop a broader range of post-secondary educational options in addition to a traditional set of college “100-level” courses.

​

Global Sphere (Future Conditions)

1. The gap between the “haves” and the “have-nots” is increasing.
2. Globalization makes the world smaller.
3. Technology has “flattened” the world allowing individuals and groups to compete globally 24/7 from anywhere.
4. Terrorism has given power to previously powerless political movements and has disrupted international relationships.
5. There seems to be a lack of “universal values” in today’s world.
6. Genetic engineering (human and food) grows in sophistication and raises safety, moral, and ethical questions.
7. The world’s population is rapidly growing.
8. “English” is the world’s common language . . . Other languages are rapidly gaining ground.

Spheres of Living: Future Conditions

Civic Sphere (Future Conditions)

​

1. While “time poverty” leaves less time for civic responsibilities, technology allows for participation in governmental decisions from home.
2. Political decision making requires logic, a rationale, and a future focus.
3. There is a greater need for involvement in community organizations (Kiwanis, fire dept., volunteer, etc. ).
4. Diversification requires both communication and collaboration with diverse races, religions, and cultures both nationally and globally.
5. Diversification in the population creates both strength and conflict.
6. The “far right” and the “far left” take hard stands leaving little ground for compromise.
7. Media bias and the lack of quality reporting leads to an ill-informed public.
8. Available energy sources and environmental resources impact our civic engagement.
9. There is a greater need to be able to navigate misinformation and hear multiple views.
10. The federal government along with many city and state governments are dangerously in debt as citizens demand increased services.
11. As a world power, the US must continually redefine its’ responsibilities.
12. Fear and terrorism are being used to gain political power.
13. Our society struggles to balance personal liberty, compassion for others, the need for security, preservation of natural resources, and a healthy environment for future generations.

​

Economic Sphere (Future Conditions)

​

1. Consumers have high expectations for customized, high-quality products and services.
2. Consumers reward businesses and organizations for ethical and moral practices.
3. With today’s technology, a large percentage of business is transacted from anyplace at anytime – doors are open 24/7.
4. Today’s high wage, competitive jobs go to self-directed, critical thinkers.
5. A significant and growing number of people are “free agents” working for themselves rather than for an organization.
6. Much “knowledge work” can be done from any location, and reliable workers are given a great deal of flexibility in their work location and their hours.
7. Work teams rather than individuals are usually required to solve today’s complex problems.
8. There is little loyalty or job security in today’s workplace. Workers must keep their skills sharp and be ready for their next job interview.
9. Empowered people are productive and are a competitive requirement in today’s economy.
10. The economy has gone global and there is a good deal of cultural diversity in today’s workplace.
11. With pension plans a thing of the past, the responsibility for long-term financial security is now with the individual.
12. For many seniors, traditional retirement has been replaced by continued, meaningful work.
13. Entrepreneurial skills are more important now than ever.
14. Understanding credit and financial security is critical.

​

​

Spheres of Living: Future Conditions

​

Cultural Sphere (Future Conditions)

​

1. Cultural diversity is everywhere and nearly impossible to avoid or escape . . . we are all in this small world together.
2. America is unique in its diversity – viewed as a problem by some and as a strength by others.
3. The US, once referred to a “melting pot” of nationalities and cultures, is now characterized as a “tossed salad.”
4. Time poverty and stress have put a squeeze on the time available for cultural activities.
5. Virtual cultural experiences are now available to everyone at anytime.
6. Virtual cultural experiences lessen the demand for live performances.
7. Difficult economic times put cultural activities at risk.
8. Technology dramatically affects people’s awareness and knowledge of our world, and allows cultures to see, share, and learn from one another.
9. The contemporary culture of the US, by far the largest “exporter of culture,” clashes with the values and beliefs of many cultures and religions of the world.
10. Globalization and the acceptance of diversity have caused more of our relationships to be biracial and multi-cultural.

​

​

Relationship Sphere (Future Conditions)

​

1. Time poverty and stress tend to have a negative impact on relationships, especially family relationships.
2. The definition of “family” has changed to accommodate new family structures.
3. Much of today’s work in organizations is done in work teams but often in isolated environments.
4. Relationships are becoming more numerous, blurring distances, and moving from face-to-face to digital.
5. Most social media users believe technology has enhanced their relationships.
6. Rapid change, in personal and work lives can cause many relationships to go through phases at different points in peoples’ lives.
7. Interpersonal communication and relationship building are keys to success in all aspects of life.
8. The aging population creates opportunities and challenges for families and relationships.
9. Many seniors don’t have the financial security to retire comfortably.
10. With globalization and acceptance of diversity, relationships are getting less prejudice.
11. Because of pandemics, there are less opportunities for face-to-face relationships.
12. Shutdowns caused by pandemics lead to lack of closure at times.
13. Relationships are more public, harder to enter, and easier to leave. It takes more effort to keep relationships.

​

​

​

Learner Exit Outcomes

Spheres of Living: Learner Exit Outcomes

Personal Sphere

The EXIT LEARNER OUTCOMES for the Personal Sphere of Living

​

A self-actualized person who:

​

1. recognizes limitations of themselves and others while developing strategies to overcome challenges.
2. accepts personal responsibility for his/her decisions.
3. adjusts and adapts to changes, stress, adversity, and diversity.
4. resists the urge to be passively influenced by culture.
5. reflects on life experiences and applies learning to new concepts.
6. balances and prioritizes work life balance in order to promote wellness (physical, mental, emotional, social, and spiritual).
7. contributes to society and makes decisions with others in mind.
8. is a problem solver and critical thinker.
9. sets and pursues personal goals.
10. sets appropriate personal boundaries.
11. develops self advocacy skills.
12. knows him/her/themselves well enough to identify a work life in which they will find meaning.
13. builds tools, resources, and networks to increase creative, innovative, and entrepreneurial capacity.

​

Spheres of Living: Learner Exit Outcomes

Learning Sphere

The EXIT LEARNER OUTCOMES for the Learning Sphere of Living

​

An independent and self-directed learner who:

​

1. understands his/her optimal style of learning, is proactive in determining his/her learning path and can advocate appropriately for his/her own learning.
2. learns through self-awareness and by reflecting on life experiences.
3. approaches new situations with a “growth mindset” and is passionate about continuous learning and development.
4. reads to understand print materials and consumer information.
5. can speak, listen and communicate effectively.
6. researches and forms opinions regarding current trends and issues.
7. adapts to significant change by processing and seeking new information.
8. engages in tasks using high levels of critical thinking and applies the Habits of Mind especially when the answers or solutions are not immediately apparent.
9. sets, pursues, and monitors purposeful and challenging learning goals.
10. acquires, analyzes, and organizes information to solve problems.
11. evaluates, and synthesizes information from a wide variety of sources and applies that information to solve problems.
12. perseveres in difficult situations.
13. evaluates information from the Internet and all media for accuracy and value.
14. develops creative solutions to complex challenges.

​

​

Spheres of Living: Learner Exit Outcomes

Global Sphere

The EXIT LEARNER OUTCOMES for the Global Sphere of Living

​

A self-actualizing global citizen who:

​

1. analyzes global environmental issues and acts locally on those issues.
2. takes responsibility for his/her decisions and actions.
3. understands how personal, economic and environmental decisions affect long-term global viability.
4. understands and appreciates universal human values.
5. explores other cultures to better understand differing viewpoints and applies that knowledge to decisions and positions.
6. discourses civilly and practices grace.
7. embraces technology and change.
8. uses high level critical and creative thinking to solve complex problems.
9. uses social networking as a tool for commerce and connection and as a conduit to better understand other cultures.
10. analyses the effects of the 24/7 news cycle and the social media dominance to determine its impact on his/her decisions and lifestyle.
11. is exposed to entrepreneurial skill and spirit and explores the many paths toward making a living.
12. interprets the role of democracy in protecting human rights worldwide.
13. articulates the impact that historic world events have had on our current global community.
14. determine reliability of information within an ever-changing arena of technology.

​

Spheres of Living: Learner Exit Outcomes

Civic Sphere

The EXIT LEARNER OUTCOMES for the Civic Sphere of Living

​

A responsible and involved citizen who:

​

1. differentiates between truth and falsehood in a variety of media formats and makes decisions accordingly.
2. utilizes social media in purposeful, effective, and ethical ways.
3. serves and participates in the community to affect positive change.
4. respectfully interacts with diverse individuals and groups who hold differing points of view on a variety of topics/issues.
5. demonstrates an understanding of civic roles and responsibilities.
6. employs critical thinking skills to analyze issues and make decisions.
7. seeks to understand diverse cultures and their role in a healthy global society while advocating for the equal treatment of individuals and embracing diversity.
8. understands the historical aspects of civil life (e.g., what has happened in the past that has brought us to where we are today).
9. understands the differences among forms of government and economic systems.
10. identifies and analyzes political and economic issues and articulates his/her position on how to treat them.
11. communicates opinions with conviction and civility.

​

Spheres of Living: Learner Exit Outcomes

Economic Sphere

The EXIT LEARNER OUTCOMES for the Economic Sphere of Living

​

A learner who is ready for life who:

​

1. is proficient at financial literacy and creates short- and long-term financial plans.
2. can learn, unlearn and relearn constantly.
3. builds tools, resources, and networks to be versatile and flexible.
4. thinks creatively, drives innovation, and adds value to products and services.
5. is a highly motivated, self-directed, flexible, and empowered worker or entrepreneur.
6. adapts to a rapidly changing work environment.
7. sets, applies, and measures quality standards for work.
8. implements problem solving, critical thinking and interpersonal relationship skills.
9. articulates the basic tenets of capitalism and can apply them to his/her present circumstances and his/her vision for the future.
10. considers and acts upon the moral, ethical, and environmental ramifications of business decisions and activities.
11. knows himself/herself well enough to identify a work life in which he/she will find meaning, purpose, and intrinsic motivation.
12. communicates and works effectively in diverse work groups.

​

Spheres of Living: Learner Exit Outcomes

Cultural Sphere

The EXIT LEARNER OUTCOMES for the Cultural Sphere of Living

​

An imaginative and creative individual who:

​

1. participates in the cultural community and seeks personal enrichment through the arts.
2. analytically and objectively judges what is good, valuable, and true, and acts on those beliefs, values, and judgements.
3. can see themselves as business owners and entrepreneurs – on and offline.
4. has the technical and aesthetic skills to create works of purpose and personal measuring.
5. feels empowered to live a creative life.
6. has opportunities to meet and dialogue with professional creatives of all kinds.
7. appreciates and embraces the traditions of other cultures and the heritage of diverse people.
8. builds community through collaboration and mentorship.
9. celebrates and participates in his/her personal heritage.
10. demonstrates individual responsibility with an emphasis on empathy, nurturing, and cooperation.
11. is aware of global dynamics and the role that culture plays in world politics.
12. recognizes and rejects cultural stereotyping, prejudice, and bias.
13. understands the impact of culture on history, economies, and forms of government.

​

Spheres of Living: Learner Exit Outcomes

Relationship Sphere

The EXIT LEARNER OUTCOMES for the Relational Sphere of Living

​

An empathetic friend who:

​

1. prioritizes time for nurturing relationships.
2. creates and maintains open, honest, and healthy relationships.
3. understands and uses effective interpersonal communication skills.
4. is an effective listener who consciously listens to understand family, friends, and colleagues.
5. recognizes the impact of stressors (poverty, drugs, situations) on family relations.
6. builds self-worth to be independent of all perceptions.
7. embraces diversity among people, families, cultures, events and issues.
8. functions effectively as a team member to make decisions and solve problems.
9. embraces and adapts to the dynamic nature of relationships.
10. manages and resolves conflicts.
11. shows empathy, compassion, generosity, respect, and kindness when interacting with others.
12. listens without becoming defensive, encourages and accepts feedback, and continues to build trust.
13. prioritize time for nurturing relationships. (makes time during breaks to develop or check-in with friends and peers.)

Vision Statements

Learning Vision

Our Vision for Learning

1. Every hour of every day I come to school and
1. am met at my appropriate level of learning,
2. am met at my level of social/emotional readiness,
3. am using one of my best learning styles,
4. am learning skills and concepts of interest and/or relevance to me,
5. am challenged and successful,
6. have support of patient, supportive and nurturing mentors.

​

1. I am involved in the planning of my learning experiences. My learning coaches and guardians offer feedback while I set my goals and plan my learning experiences.
2. I am intrinsically motivated to learn because my learning experiences match my developmental learning level, my learning styles and strengths, and my interests.
3. I learn in many ways. Some of my learning is on-line, but more frequently I am taking part in learning experiences that include seminars, projects, tutorials and mentorships.
4. I am preparing to leave CRCS as a self-directed, future-focused, life-long learner.
5. I have a digital learning portfolio that shows a comprehensive record of my learning accomplishments.
6. Since our world is becoming increasingly global and diverse, I continuously learn to embrace and/or accept diversity of cultures, religions, ethnicity, sexuality, mental health, disability, and ways of viewing the world.
7. When I leave CRCS I will choose any future I desire. I will be ready for college, for employment, and/or for creatively designing my future.
8. I have opportunities to experience many different trades, vocations, and careers. All pathways are valued.

​

What learning is like from a learner perspective.

Curriculum/Learning Progressions Vision

​

Our Vision for Curriculum/Learning Progressions

1. All curriculum is written in a “learner outcome” format and is aligned with our exit outcomes.
2. Our curriculum is written in a relevant and future focused format that clearly communicates multiple options for demonstrating proficiency.
3. Our exit learner outcomes are based upon our learning community’s mission, values, and Spheres of Living.
4. At all times we know how what we are being asked or required to learn will impact our success after we leave school. All our learning is related to life, and we see the relevance in our learning.
5. When CRCS learners graduate, they can demonstrate all our exit learner outcomes, which means that they have been “empowered to succeed in our world”.
6. Our curriculum/learning progressions allow all learners to participate in real world situations with community partners related to learner outcomes.
7. Rigor is reflected in the learner outcomes through a combination of taxonomy and independence.
8. Our learner outcomes focus on the whole child and include content, complex reasoning, and habits of mind as equal learning expectations.
9. Our learning community has a plan for curriculum revision that recognizes and provides an opportunity to include new and relevant knowledge.
10. Our CRCS staff has networking opportunities for curriculum/learning progressions development, reflection on teaching practices, and for continuously improving learning opportunities.
11. Everyone at CRCS is respectful, has a sense of humor, is firm, and consistent.
12. Our curriculum/learning progressions are always available to all stakeholders.

​

​

What we expect our learners to learn…

Instruction Vision

Our Vision for Instruction

1. CRCS has an uncompromisingly learner focused approach to instruction.
2. Our learning experiences include a focus on habits of mind, complex reasoning, and content with real world applications.
3. CRCS provides a physically, psychologically, and emotionally safe learning environment for all.
4. CRCS leverages technology to enhance learning experiences which enable our learning facilitators the time to teach the learner outcomes that require complex knowledge.
5. Instruction is designed to meet the developmental level, learning style, and interest area of every learner.
6. Learners are motivated to learn at their own pace.
7. Most learning takes place in a real-life/authentic learning context where learners can interact with real-life situations.
8. The community extends beyond the classroom. Learning and demonstrating learning through projects and mentorships is the norm.
9. Instruction focuses on how to learn as well as on what to learn.
10. Learning opportunities often do not follow a single traditional field of study. Most frequently, learners are working with content while using complex reasoning and habits of mind to solve real-life problems that exist in today’s world.
11. CRCS learning facilitators are true professionals who continuously study their craft, reflect on their experiences, and apply the latest and best research.
12. CRCS learning facilitators connect personally with learners cultivating a passion for learning.
13. Because all learner outcomes are available online, learners can pursue learning opportunities to develop foundational knowledge for any topic, from any place, at any time.
14. Learners have opportunities for creative thinking, collaboration, problem solving, and reflection. They are engaged in learning nearly all the time.
15. Instruction is provided in a safe and positive environment that encourages active learner engagement and accountability.

​

​

How we help our learners to learn…

Assessment Vision

Our Vision for Assessment

1. Assessment is directly aligned with our exit learner outcomes and curriculum/learning progressions.
2. Learners are clear about what they need to know and be able to do.
3. Learning facilitators teach to learner outcomes, and seamlessly assess learner progress based upon those learning outcomes.
4. Learners are encouraged to demonstrate learning in authentic, adaptive ways, without time as a variable. Written tests are not the dominant manner for assessing learning and learners can reassess in different ways as needed.
5. Learner assessment data is consistently and effectively used to inform and to determine next steps in an individual’s learning progress.
6. Every learner has a digital portfolio that helps document his/her learning journey and should be used to plan next steps for continuous progress.
7. CRCS meets individual learner needs and has high expectations for every learner’s achievement.
8. Curriculum/learning progressions, instruction, and assessment practices are rigorous, ensuring that every learner will achieve future success.
9. Assessment is formative and used to drive instruction and learning.
10. Assessment of all programs is a continuous cycle that includes the collection of data from a variety of individual and group sources.

How we measure success and hold learners and the system accountable…

Technology Vision

Our Vision for Technology

1. Every learner has access to a device and the Internet at school and at home.
2. Technology is used in transformative ways by leadership, learning facilitators and learners.
3. Technology is used to support learners as they produce durable and diverse digital evidences of learning.
4. Technology is used to make physical and digital objects.
5. Technology is used to document and share our CRCS story.
6. Curriculum/learning progressions can be accessed online 24/7, and we have learning style and interest level choices for most on-line instruction.
7. Online learning experiences are available 24/7 and allows us to control our pace of learning. Anyone can learn anything from anywhere at anytime.
8. Information Technology allows for effective communication between learning facilitators, learners and our parents/guardians. Parents/guardians, at any time, can access our learning records/portfolios, can get tips on how to help us with our current learning challenges, and can view the entire set of learner outcomes.
9. Information Technology makes it possible for each learner to have an individual learning plan. With the help of a Learning Coach and other adults, learners schedule school activities, on-campus learning experiences, online instruction and community learning experiences.
10. Information Technology makes it possible for school leaders and learning facilitators to track the activities and location of individual learners throughout the day and provides a system of accountability for learners and parents/guardians.
11. All technology purchases, hardware and software, are made based upon the positive impact the technology will have on learners.
12. CRCS applies technology to the assessment process, to help analyze assessment results, to report results to the community, and to provide suggestions as to how the assessment system can continuously improve learning.
13. Technology staff is future-focused and monitors the rapidly changing tech industry for new ways of learning online, for identifying credible online sources, and for new programs (learner management systems) that help to manage a mass customized learning system.
14. Support is available 24/7 so technology issues do not interfere with successful/timely learning.

How we use technology to customize and increase learning…

Personnel Vision

Our Vision for Personnel

1. CRCS’s reputation for excellence and innovation makes it an attractive choice for talented professionals.
2. CRCS ‘s recruitment/marketing practices reflect the vision of their learning community by providing appropriate compensation, enhancement of personal wellness, and meaningful professional growth opportunities.
3. All CRCS staff are hired, empowered, and retained because of their passion for educating learners of all ages.
4. Staff selection, evaluation, and advancement are based on, and are directly aligned with the district’s mission, values, and guiding principles.
5. CRCS’s staff members are caring, kind, consistent, respectful and fair in their interactions with learners. In addition, staff members have high expectations and hold high standards for everyone.
6. CRCS staff members are true professionals who reflect deeply upon their work – as individuals and as team members – and continually advance their knowledge and skills within their profession.
7. Learning facilitators and administrators know that learners learn in different ways and, sometimes on different days. They are firm in what learners must ultimately demonstrate, but they are flexible regarding learning styles, learning rates, and manner of teaching.
8. There is a positive and collaborative relationship between the Board of Education, administration, learning facilitators, support staff and the community. Conflicts do arise, but they are managed in a civil and professional manner with the good of learners at the core of all discussions and decisions.
9. Our learning facilitators, administrators and support staff demonstrate the district’s core values and recognize they are role models for youth.

​

​

​

Who our learning facilitators, leaders, and support staff are…

Stakeholders Vision

Our Vision for Stakeholders

1. The mission, vision and values of the learning community are a direct reflection of the community at large.
2. All stakeholders can articulate and confidently defend the mission and vision of our CRCS learning community.
3. Neighboring businesses take pride in their school neighbor.
4. Alumni have become ambassadors for our learning community.
5. CRCS has allies in “conventional” school systems and collaborates to learn more about “best practices”.
6. Learning community leaders have established partnerships with higher education, skilled trades, and apprenticeship opportunities.
7. Adults volunteer to work in our learning community and mentor us. Businesses open their facilities for us to learn, and business/learning community partnerships allow us to experience the real world.
8. Families are supportive of learning facilitators and team with our learning community to ensure that learners receive the best education possible.
9. There is frequent communication between family members and educators on curriculum/learning progressions, events, and administrative decisions.
10. Our facilities are seen as a shared resource that allows our access and opportunities for multiple community partners to learn, share knowledge, and access resources alongside learners.
11. Stakeholders show and express pride in their innovative, state of the art, customized learning system.
12. Our community provides the resources necessary for the effective operations of our learning community. At the same time, the community expects excellent learning opportunities, graduates who are engaged learners who succeed in our ever-changing world, and sound fiscal management.
13. All stakeholders desire accountability through continuous evaluation, periodic review, and renewal of our strategic direction.

How we involve all members of the community…

Leadership Vision

Our Vision for Leadership

1. Leaders, at all levels, live and believe in the mission, the core values, and the vision of our learning community, and have an unwavering commitment to each learner.
2. Leaders are reflective practitioners who leverage each other’s strengths in a shared leadership environment.
3. Leaders are future-focused visionaries, with the courage to take risks to improve learning.
4. Leaders clearly and succinctly articulate and communicate our mission and vision to all groups and can inform anyone how that mission/vision impacts each staff member within the system.
5. Leaders are effective agents of change who involve stakeholders in the change process.
6. Leaders promote a safe, secure, and trusting learning community.
7. Leaders have fostered a culture that values and rewards success, cooperation, innovation and quality.
8. Leaders include learning facilitators in the critical decisions that impact the lives of all stakeholders.
9. Leaders purposefully and intentionally listen to stakeholders to develop trust and broaden perspective.
10. Leaders are inclusive, inspirational, and BOLD!
11. Leaders are strong advocates for the learning community’s vision. They refer to it when making important decisions, and they signal everyone that their vision is to be consistently and creatively used as a filter for all decisions.

​

How we provide support at all levels…

Strategic Design

Vs.

Strategic Alignment

Reflecting on our Strategic Design: Where is Your Arrow?

“If your arrow is in the right direction but it is not aligned, the process is to talk with your supervisor and discuss.

When there is a misalignment that is not discussed early on, processed or even heard, it usually leads to frustration, a feeling of not fitting or belonging. Then those feelings tend to fester and then leads to an unhealthy level of frustration which can turn to resentment, stress, etc.

At CRCS we believe in putting people on the right bus in the right seats at the right time and that can ONLY be achieved if people are reflective, open, honest, and trust that CRCS supports people no matter where they are at. There is no retaliation for being honest even if it involves misalignment. Just like with the learners we listen and help with next steps to help people be the best version of themselves.

We are learner focused and that includes learners of all ages!”

​

Travis Works, Executive Director