Program Components > Benchmarks > Design Element 2
IMPLEMENTATION
BENCHMARKS
DESIGN ELEMENT 2
A SAFE AND HEALTHY CLIMATE FOR LEARNING AND DEVELOPMENT
Phase One
Phase Two
Phase Three
* * *
Phase One
The faculty examines the existing school climate, using surveys, attendance
and behavioral data, and other information sources.
The faculty examines current teacher/student assignment practices, including
tracking and inclusion, and makes plans to ensure that all students have
access to a rigorous curriculum.
The faculty examines current instructional strategies to see if they meet
the needs of diverse learners and identify areas for improvement.
The school examines its comprehensive services to see whether students
have the supports they need to participate and succeed in rigorous and
challenging instructional programs. Gaps in services are identified.
The school creates small learning communities,
where a team of teachers share a common set of students.
Phase Two
The school moves to heterogeneously group students and include those with
various disabilities.
The faculty begins using different instructional strategies (peer learning,
projects, the arts, service-learning) to actively engage students and
meet their diverse learning needs.
The school provides needed support services to foster healthy physical,
social, and emotional development and academic success.
Students have increased opportunities for voice--posing questions, reflecting
on experiences, developing rubrics.
Phase Three
Students are heterogeneously grouped in small learning communities where
teachers share common students and focus on individual student learning
needs. Stable, close, and mutually respectful relationships are the norm.
Differentiated instruction is prevalent across the grade levels and disciplines.
The school and community work together to provide comprehensive services
for students, paying particular attention to those at risk of educational
failure.
The school provides multiple opportunities for student voice, including
participation in decision-making. Students explore a rich variety of topics
of interest to develop their identity, discover and demonstrate their
own competence, and plan for their future.
* * *
Returnto Implementation Benchmarks introduction/menu
page .
* * *
View the Implementation Benchmarks for Design
Element 3.
* * *
Read a description of Design Element
2.
* * *
Learn about the theory and research
supporting Design Element 2.
* * *
Home | About AIM | Program Components | AIM Schools | Resources | AIM Community
Site hosted by Education
Development Center, Inc. (EDC)
©2003-2004
Education Development Center, Inc. All Rights Reserved.