JCOS glossary of terms
Advisor: The role of Advisor at the Open School is the most important responsibility for all teachers. Advisors are student advocates and learning facilitators who assist students in setting and achieving the goals they create for their Individualized Education Plans (IEPs). The Advising relationship is paramount in guiding students toward successful completion of their individualized personal, social, and intellectual programs.
Advising – Group: Advising is an integral part of the Open School program. Group Advising emphasizes community through group building, problems solving, and support of individuals and community endeavors.
Advising – Individual: Each Advisor meets individually with each Advisee on a regular basis to build the relationships necessary to guide students through his or her individualized program. Once a trusting relationship is established, Advisors can provide deep and meaningful feedback to assist each Advisee in the creation of a relevant personal, social, and intellectual program.
Bridges: Bridges is the final phase of the Open School Elementary program. It is designed as closure to the elementary experience and transitioning into the Foundations Program. The culminating project is the Bridges Voyage Self-Directed Learning project and presentation.
Community Circle: Community Circle is an all IA (Elementary grades 4-6) meeting where students participate in the democratic Governance of the school. In addition to disseminating information, students celebrate successes, discuss school-wide issues and solve problems collectively.
Community Connections or Community Service: Community Service involves students in practical, productive experiences which address actual needs and develops a sense of pride in self and school. Students improve self-image, increase understanding of personal abilities and limits, break down stereotypes, increase empathy, and create a profound sense of fulfillment.
Consultant: The Voyage/SDL/LEAP Project/DOR/Passage process requires that students work with a Consultant. These are individuals, usually staff members, who work one-on-one with students to meet the objectives of their Voyage/SDL/LEAP
Project/DOR/Passage. Consultants are involved throughout the entire process, including being present at both the Proposal and Wrap-up meetings.
End-of-Year Transcript: End-of-Year Transcripts are evaluations of each student’s experience at the end of each school year. End-of-Year Transcripts are written by the student and include a Personal Statement, class list, Advisor support letters, and a written documentation of each individual learning experience. Both Mid- and End-of-Year Transcripts combine in a continuing document which is incorporated into the Final Transcript.
Evaluations: Narrative evaluations form the foundation of self-assessment documentation, and are critical to monitoring the progress of each student at the Open School. All class and self-directed learning experiences are assessed through the evaluation process. By reflecting on their personal, social, and intellectual growth, students chart their progress through the Graduation Expectations.
Final Transcript: The culmination of each student’s experience at the Open School is documented in the Final Transcript. An Open School Transcript is written by the student and includes a Personal Statement, class list, Advisor support letters, and written documentation of each individual learning experience.
Five Goals: The Five Goals are guiding principles which influence all aspects of the program. Students should be able to:
Graduation Expectations: Considered in the development of each student’s IEP / Goals, the Graduation Expectations establish criteria for personal, social, and intellectual growth. Students must demonstrate significant growth, to an appropriate level of proficiency, in each of the Graduation Expectations, as agreed upon by the Advisor and Advisee. At the Elementary level growth is evaluated based on a continuum consisting of Emerging, Developing, Expanding, Connecting, and Bridging. At the Secondary level growth is evaluated based on a continuum consisting of Exposure, Experience, Comprehension, Competence, and Excellence. Evaluation occurs during individual Advising meetings using the Graduation Expectations rubrics and each students portfolio documentation.
IEP (Individualized Educational Plan): Each student regularly creates, works toward, and evaluates his/her individual progress through the Open School by incorporating personal, social, and intellectual goals in an Individualized Educational Plan (IEP). IEP goals are worked out between each student, parent, and Advisor, and are utilized to develop the student’s Mutually Agreeable Plan for class schedules and self-directed learning through SDL/DOR/Passages.
Leadership (Class): This class is designed to support students in the actual Governance of the school. The group works out the details of various student- or staff-generated proposals which are then distributed to, and discussed in, the democratic decision-making process, either in Group Advising or Governance.
Mid-Year Transcript: The Mid-Year Transcript is an evaluation of each student’s experience at the end of the fall semester. Mid-Year Transcripts are written by students and include a Personal Statement, class list, Advisor support letters, and a written documentation of each individual learning experience.
Passages: Passages are personally challenging projects developed by each student in six different areas to demonstrate the ability to apply skills in the real world. The six Passage areas are: Adventure, Career Exploration, Creative Expression, Global Awareness, Logical Inquiry and Practical Skills.
Proposal: The SDL/LEAP Project/DOR/Passage process includes the writing of a proposal which is approved by a committee of peers, the Advisor and a staff Consultant. Consultant, Advisor and Triad are required to attend this meeting. Mentors and parents are encouraged to participate.
PLAID (Personal Learning and Independent Discovery): Self-Directed learning experiences help students understand themselves as individuals and as contributing members of society through interdisciplinary, experiential, 'real world' education. PLAID Day plans may include apprenticeships, community service project, Passage work, and other self-directed projects.
Portfolio: A body of evidence gathered by each student and their Advisor to document personal, social, and intellectual growth on the Graduation Expectations. Portfolios are required in order for students to demonstrate readiness from one level of the program to the next.
Restorative Justice:
A Restorative Justice Meeting is designed to problem solve an appropriate response in the event that a student does not
accept responsibility for a norms violation, trust violation, or responds disrespectfully to an appropriate confrontation.
Self-Directed Learning Projects: Also referred to as SDLs. Every Self-Directed Learning project (or experience) involves six major steps. Each step must be documented in your portfolio before it is considered complete.
Three Domains: In a holistic approach to teaching and learning all three domains, personal, social, and intellectual, are equally considered in the learning process.
Triads: Triads are peer support groups which assist students in personal, social, and intellectual growth. These groups form a network which supports each member through the Passage process.
Trips: Trips are an integral part of the Open School program. Trips provide excellent learning opportunities in the real world and often prove to be a turning point in a student’s life – reawakening the joy of learning, establishing trust in self, others, and the school community, creating ownership of school and one’s actions, and reaffirming self-esteem.
Twelve Characteristics of an Effective Self-Directed Learner: The twelve Characteristics of an Effective Self-Directed Learner are the primary attributes that any self-directed learner
must possess.
Self-Directed: As part of the transition to Foundations, Bridges students apply the skills they have learned through Guided
Voyages to a Self-Directed Learning Voyage. SDL Voyages require students to seek out and secure meaningful projects,
write a detailed proposal, set clear goals, follow through on commitments, and articulate personal, social, and intellectual
growth.
Walkabout: Inspired by an Australian rite-of-Passage, Walkabout is the final phase of the Open School program in which each student demonstrates readiness to function as an adult by completing six Passages, providing the actual transition to adulthood.
Wilderness Trip: The Wilderness Trip is a multi-day backpacking trip designed to orient students to the Walkabout program and Jefferson County Open School. Students spend the first three days of school participating in wilderness survival lessons, working together in group building activities, learning about the school community, and planning the logistics of the trip. Each trail group consists of new students to the Walkabout program, student leaders, and an Advisor. Although this is a physically and emotionally demanding trip, students walk away with a sense of accomplishment and deepened relationships with students and staff.
Wrap Up: Upon completion of the SDL/LEAP Project/DOR/Passage process, the student reconvenes the committee that was present for the proposal and presents a written summary for final approval.
Advising – Group: Advising is an integral part of the Open School program. Group Advising emphasizes community through group building, problems solving, and support of individuals and community endeavors.
Advising – Individual: Each Advisor meets individually with each Advisee on a regular basis to build the relationships necessary to guide students through his or her individualized program. Once a trusting relationship is established, Advisors can provide deep and meaningful feedback to assist each Advisee in the creation of a relevant personal, social, and intellectual program.
Bridges: Bridges is the final phase of the Open School Elementary program. It is designed as closure to the elementary experience and transitioning into the Foundations Program. The culminating project is the Bridges Voyage Self-Directed Learning project and presentation.
Community Circle: Community Circle is an all IA (Elementary grades 4-6) meeting where students participate in the democratic Governance of the school. In addition to disseminating information, students celebrate successes, discuss school-wide issues and solve problems collectively.
Community Connections or Community Service: Community Service involves students in practical, productive experiences which address actual needs and develops a sense of pride in self and school. Students improve self-image, increase understanding of personal abilities and limits, break down stereotypes, increase empathy, and create a profound sense of fulfillment.
Consultant: The Voyage/SDL/LEAP Project/DOR/Passage process requires that students work with a Consultant. These are individuals, usually staff members, who work one-on-one with students to meet the objectives of their Voyage/SDL/LEAP
Project/DOR/Passage. Consultants are involved throughout the entire process, including being present at both the Proposal and Wrap-up meetings.
End-of-Year Transcript: End-of-Year Transcripts are evaluations of each student’s experience at the end of each school year. End-of-Year Transcripts are written by the student and include a Personal Statement, class list, Advisor support letters, and a written documentation of each individual learning experience. Both Mid- and End-of-Year Transcripts combine in a continuing document which is incorporated into the Final Transcript.
Evaluations: Narrative evaluations form the foundation of self-assessment documentation, and are critical to monitoring the progress of each student at the Open School. All class and self-directed learning experiences are assessed through the evaluation process. By reflecting on their personal, social, and intellectual growth, students chart their progress through the Graduation Expectations.
Final Transcript: The culmination of each student’s experience at the Open School is documented in the Final Transcript. An Open School Transcript is written by the student and includes a Personal Statement, class list, Advisor support letters, and written documentation of each individual learning experience.
Five Goals: The Five Goals are guiding principles which influence all aspects of the program. Students should be able to:
- Rediscover the joy of learning,
- Seek meaning in your life,
- Adapt to the world as it is,
- Prepare for the world as it might be, and
- Create the world as it ought to be.
Graduation Expectations: Considered in the development of each student’s IEP / Goals, the Graduation Expectations establish criteria for personal, social, and intellectual growth. Students must demonstrate significant growth, to an appropriate level of proficiency, in each of the Graduation Expectations, as agreed upon by the Advisor and Advisee. At the Elementary level growth is evaluated based on a continuum consisting of Emerging, Developing, Expanding, Connecting, and Bridging. At the Secondary level growth is evaluated based on a continuum consisting of Exposure, Experience, Comprehension, Competence, and Excellence. Evaluation occurs during individual Advising meetings using the Graduation Expectations rubrics and each students portfolio documentation.
IEP (Individualized Educational Plan): Each student regularly creates, works toward, and evaluates his/her individual progress through the Open School by incorporating personal, social, and intellectual goals in an Individualized Educational Plan (IEP). IEP goals are worked out between each student, parent, and Advisor, and are utilized to develop the student’s Mutually Agreeable Plan for class schedules and self-directed learning through SDL/DOR/Passages.
Leadership (Class): This class is designed to support students in the actual Governance of the school. The group works out the details of various student- or staff-generated proposals which are then distributed to, and discussed in, the democratic decision-making process, either in Group Advising or Governance.
Mid-Year Transcript: The Mid-Year Transcript is an evaluation of each student’s experience at the end of the fall semester. Mid-Year Transcripts are written by students and include a Personal Statement, class list, Advisor support letters, and a written documentation of each individual learning experience.
Passages: Passages are personally challenging projects developed by each student in six different areas to demonstrate the ability to apply skills in the real world. The six Passage areas are: Adventure, Career Exploration, Creative Expression, Global Awareness, Logical Inquiry and Practical Skills.
Proposal: The SDL/LEAP Project/DOR/Passage process includes the writing of a proposal which is approved by a committee of peers, the Advisor and a staff Consultant. Consultant, Advisor and Triad are required to attend this meeting. Mentors and parents are encouraged to participate.
PLAID (Personal Learning and Independent Discovery): Self-Directed learning experiences help students understand themselves as individuals and as contributing members of society through interdisciplinary, experiential, 'real world' education. PLAID Day plans may include apprenticeships, community service project, Passage work, and other self-directed projects.
Portfolio: A body of evidence gathered by each student and their Advisor to document personal, social, and intellectual growth on the Graduation Expectations. Portfolios are required in order for students to demonstrate readiness from one level of the program to the next.
Restorative Justice:
A Restorative Justice Meeting is designed to problem solve an appropriate response in the event that a student does not
accept responsibility for a norms violation, trust violation, or responds disrespectfully to an appropriate confrontation.
Self-Directed Learning Projects: Also referred to as SDLs. Every Self-Directed Learning project (or experience) involves six major steps. Each step must be documented in your portfolio before it is considered complete.
Three Domains: In a holistic approach to teaching and learning all three domains, personal, social, and intellectual, are equally considered in the learning process.
Triads: Triads are peer support groups which assist students in personal, social, and intellectual growth. These groups form a network which supports each member through the Passage process.
Trips: Trips are an integral part of the Open School program. Trips provide excellent learning opportunities in the real world and often prove to be a turning point in a student’s life – reawakening the joy of learning, establishing trust in self, others, and the school community, creating ownership of school and one’s actions, and reaffirming self-esteem.
Twelve Characteristics of an Effective Self-Directed Learner: The twelve Characteristics of an Effective Self-Directed Learner are the primary attributes that any self-directed learner
must possess.
- Has Vision
- Has a Goal
- Develops a strategic Plan
- Has high Self-Esteem
- Takes calculated Risks
- Is Self-Disciplined, determined and persistent
- Is Organized (time, effort, resources)
- Has a Support Network
- Is Self-Motivating (inner and outer rewards)
- Has a powerful, personal Learning-Doing Style
- Is Self-Assessing (planned feedback)
- Is positive, confident (self-efficacy)
Self-Directed: As part of the transition to Foundations, Bridges students apply the skills they have learned through Guided
Voyages to a Self-Directed Learning Voyage. SDL Voyages require students to seek out and secure meaningful projects,
write a detailed proposal, set clear goals, follow through on commitments, and articulate personal, social, and intellectual
growth.
Walkabout: Inspired by an Australian rite-of-Passage, Walkabout is the final phase of the Open School program in which each student demonstrates readiness to function as an adult by completing six Passages, providing the actual transition to adulthood.
Wilderness Trip: The Wilderness Trip is a multi-day backpacking trip designed to orient students to the Walkabout program and Jefferson County Open School. Students spend the first three days of school participating in wilderness survival lessons, working together in group building activities, learning about the school community, and planning the logistics of the trip. Each trail group consists of new students to the Walkabout program, student leaders, and an Advisor. Although this is a physically and emotionally demanding trip, students walk away with a sense of accomplishment and deepened relationships with students and staff.
Wrap Up: Upon completion of the SDL/LEAP Project/DOR/Passage process, the student reconvenes the committee that was present for the proposal and presents a written summary for final approval.