Bridger ProgramBridger Program Personal Mastery Educational Model

Information Handbook

Growth through Learning,Growth through Learning, Strength through C Strength through C haracter,haracter, Success through Hard WSuccess through Hard W orkork ..

~ Bridger Program Shared Vision ~ Bridger Program Shared Vision

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Bridger Program 205 N. 11th Ave Bozeman MT, 59715 (406) 522-6200

BRIDGER PROGRAM

2013/2014 Academic School Year

Teachers , Support Staff , and Administration Name Position Telephone E-mail

Dr. Robert Watson Superintendent (406) 522-6001 robert.watson@bsd7.org Dr. Marilyn King Deputy Superintendent (406) 522-6003 marilyn.king@bsd7.org Kevin Conwell Principal (406) 522-6262 kevin.conwell@bsd7.org

Mike Ruyle Ass’t Principal & Bridger Program Director

(406)522-6239 mike.ruyle@bsd7.org

Ken Gibson Assistant Principal (406)522-6243 ken.gibson@bsd7.org Leah Dahlin School Counselor (406) 522-6208 leah.dahlin@bsd7.org

Gary Corneer Dean of Students (406) 522-6274 gary.corneer@bsd7.org Perri Sherrill Instructional Coach (406) 522-6229 perri.sherrill@bsd7.org Pam Brown Math Teacher (406)522-6233 pam.brown@bsd7.org Kerri Cobb Business Teacher (406) 522-6272 kerri.cobb@bsd7.org

Kerry Corcoran Art Teacher (406) 522-6113 kerry.corcoran@bsd7.org Karen Downes Science Teacher (406)522-6230 karen.downes@bsd7.org Kelly Fulton Math Teacher (406) 522-4830 kelly.fulton@bsd7.org

John Gallagher Math Teacher (406) 522-6108 john.gallagher@bsd7.org Nate Laslovich Social Studies Teacher (406) 522-4861 nate.laslovich@bsd7.org Cynthia Leubbe Health Enhancement Teacher (406) 522-4840 cynthia.leubbe@bsd7.org Steve Merriman Music Teacher (406)522-4856 steve.merriman@bsd7.org

Tami O’Neill English/Social Studies Teacher (406) 522-6225 tamara.oneill@bsd7.org Lynn Powers Library (406)522-6105 lynn.powers@bsd7.org

Cale VanVelkinburgh

English Teacher (406) 522-4815 cale.vanvelkinburgh@bsd7.org

Nathan Wahl Science Teacher (406)522-6275 nathan.wahl@bsd7.org

Tom Zuzulock English/Technology Teacher (406) 522-4855 tom.zuzulock@bsd7.org

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PLAN OF ACTIONPLAN OF ACTION

The Bridger Program operates under an innovative platform for better instructional strategies and high student achievement. This “Personal Mastery” system was implemented during the 2011-2012 school year and continues to evolve as a laboratory of innovation for other schools in the region to emulate. The model truly serves as an “alternative” to the traditional, time-based system in which students earn credits over 90 day semesters. Instead, all Bridger students are held to proficiency on rigorous standards and will be able to progress through the curriculum at their own pace. This approach requires much more of students than the traditional model – both in terms of performance and their ownership of learning – but it also makes it more possible for students to experience success and authentic learning.

Personal Mastery Education is a dynamic, versatile, and complex system of education that is primarily learner centered and revolves around demonstrations of proficiency to identified standards. The Greek philosopher Socrates once said, “Education is the kindling of a flame, not the filling of a vessel.” Bridger teachers serve as stimuli and facilitators of learning rather than as oracles who disseminate facts. Students in Bridger classes are safe to express themselves and make mistakes in order to hone their skills and learn content that is not only rigorous, but also relevant to their lives.

All Bridger students will know that whatever they are being asked to learn will have an impact on their success after high school. All learning is related to life. Skepticism and critical thinking are healthy. Students are allowed and encouraged to demonstrate their knowledge in different ways. As they progress through measured standards, students will be granted multiple opportunities to give evidence of their proficiency in all areas of study. These could include projects, written and oral assignments, quizzes, tests, and various assessment activities. End-of-topic and end-of-level assessments will determine whether or not a student is ready to move on to the next level.

All Bridger staff members are bound by a collective responsibility to ensure every student acquires agreed-upon knowledge and skills. They are accountable and transparent in terms of reporting on the progress of our students. Their primary focus will be what each student knows, what each student is able to do, and how each student develops as a quality person. Bridger teachers are collaborative, knowledgeable in pedagogy and human development, and are examples of lifelong learning. Staff functions as a team of diverse educators in support of flexible groupings. They continually explore effective instructional practices and their work reflects the current research on learning and cognition.

The Bridger Program has also implemented a modified block schedule that will allow for more instructional time and give teachers the opportunity to take content to a higher cognitive level. The core areas of Math, Science, Social Studies, and English are offered during the first four periods of the day. After lunch, students will be able to select from a wide array of electives offered through the BHS schedule. Bridger core staff convenes regular meetings in order to gauge student progress, discuss instructional strategies and develop better assessments. Students who are not scheduled into a class during the afternoon will be expected to engage in a structured study hall. Students may also be released early in order to fulfill employment obligations.

The world that today’s students face is more global, more technologically advanced, and perhaps more ethically challenged than ever before. The rapid changes taking place in all employment fields require flexible, transferable skills. Students who fulfill the requirements of the Bridger Program will receive a Bozeman High School Diploma and be well prepared to move on to academe, the world of work, vocational school, or military service.

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STATEMENT OF PURPOSESTATEMENT OF PURPOSE

In the fall of 2007, The Board of Trustees for the Bozeman School District adopted the Long Range Strategic Plan (LRSP). This living document was developed through a series of community meetings that included parents, staff members, board members, students, and community members. The Long Range Strategic Plan established a clear direction for the district by defining core values and guiding principles. The implementation of the LRSP will transform all buildings in the district into standards-based schools in which all students will reach high levels of academic and personal excellence with the opportunity to pursue the professional future of their choice.

Long Range Strategic PlanLong Range Strategic Plan

Core Purpose of the Bozeman School District:

"Bozeman Public Schools exist to provide an outstanding education that inspires and ensures high achievement so every student can succeed and make a difference in a rapidly changing world community."

Our Core Purpose is supported by essential and enduring values that guide our school district.

Core Values of the Bozeman School District:

• High Student Achievement: We are committed to ensuring that all students achieve at high levels. • Committed, Quality Staff: We employ and retain well-qualified and talented staff members who

demonstrate commitment to the Core Purpose of the District. • Community and Family Engagement: We believe that parents and the community are essential

contributors in the achievement of our goals. • Climate: We operate in a climate of respect, honesty and hard work, recognizing the need to be

adaptable and open to change. • Fiscal Responsibility: We are fiscally responsible in the management and expenditure of all District

resources. • Decision Making: We rely on best practices research to guide our decision-making.

Goal Area 1: Academic Performance

Every student meets or exceeds the high academic standards of the Bozeman Public School District. Intended outcomes are as follows:

• All students show grade level academic performance in all content areas, with a consistent focus on reading, writing, math, and science proficiency.

• Integrated and differentiated approaches to instruction are used. • Multiple measures are used to measure academic performance based on district-created progress goals. • Standards-based curriculum development, instructional strategies, assessment, grading and reporting are

implemented. • By graduation, all students successfully complete a career cluster strand and are proficient in

technology. • By graduation, all students have extensive exposure to and the opportunity to become proficient in a

language in addition to English.

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BPAP Final DocumentBPAP Final Document

In the summer of 2009, another team was convened in order to focus on the Best Practices in Alternative Education. The BPAP Task Force studied issues surrounding at-risk students and made a number of recommendations in order to help guide the Bridger Program as it evolves into the finest alternative program in the country.

We are committed to help our students • Graduate from high school; • Master the academic, emotional, and social skills needed to be successful adults and life-long learners; • Refine decision-making and problem-solving techniques; • Explore educational and vocational opportunities available to them after high school; • Be prepared to make a difference in the world; • Foster a sense of intellectual discipline and physical fitness; and • Become excellent communicators.

How Bridger Works

• Lower student/staff ratio • Carefully selected staff members who are highly trained in performance-based education • Strong relationships with collaborating agencies that provide critical services to young people • Standards-based curriculum that measures progress by individual student improvement rather than

through comparison to others • Educational culture focused on fostering relationships and inclusion

The Bridger Alternative Program is based upon the following beliefs: • That all students can learn and succeed; • That high expectations are necessary for great success; • That learning is an active partnership between students, teachers, parents, and community; • That learning is a lifelong process; • That we have a responsibility to our community to be the best we can be; • That students learn best in a positive, stable, and flexible environment; • That any student who is in trouble or in crisis needs our help and support in continuing to work toward

success; • That the individual and group are responsible to provide community service for the betterment of all;

and • That the promotion of community involvement by guiding student involvement in the larger community

and inviting community members to become involved with the school is critical both in terms of developing overall commitment and in breaking down stereotypes.

BRBR IDGER PROGRAM IDGER PROGRAM STRATEGICSTRATEGIC OBJEC OBJEC TIVESTIVES

1.01 - Personalize learning for each student to help all realize sustained academic growth in all content areas. Short: Personalize Learning

1.02 - Utilize content area standards in planning and instruction in conjunction with performance based grading and reporting practices. Short: Instruction and Assessment

3.01 - Enhance District transparency and accountability through effective communication with our community. Short: Communication 4.01 - Create safe, supportive, engaging and healthy school environments. Short: School Environment

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PP ERSONAL MASTERY ERSONAL MASTERY LEARNING ENVIRONMENT LEARNING ENVIRONMENT

What is a What is a personal masterypersonal mastery learning environment?learning environment?

What is a What is a traditionaltraditional learning learning environment?environment?

Learners are partners in their Learners are partners in their own learningown learning

Students in classrooms Students in classrooms are are directeddirected by the teacher by the teacher

Learners learn at their own Learners learn at their own pacepace

All students learn everything all All students learn everything all togethertogether

Learners track their own Learners track their own progressprogress

Only the teachers know the Only the teachers know the students gradesstudents grades

Learners learn from one Learners learn from one another and the teacheranother and the teacher

Students only learn fromStudents only learn from the the teacherteacher

Learners develop a shared Learners develop a shared vision and leadership with their vision and leadership with their teacherteacher

The teacher makes the rules and The teacher makes the rules and tells the students how the tells the students how the classroom will runclassroom will run

Learners are always looking for Learners are always looking for ways to improveways to improve

The teacher tells the student The teacher tells the student how to improvehow to improve

MoMo vement is based on vement is based on performance performance

Movement is based on timeMovement is based on time

(Adapted from Adams County School District #50 ) www.adams50.org

What good collaboration looks like:

1. “Staff members are committed to a shared mission, vision, values, and goals, and they recognize their responsibility to work together to accomplish them.

2. Strong leaders engage teachers in meaningful collaboration and support their activities and decisions.

3. The school is characterized by a culture of trust and respect that permits open and willing sharing of ideas.

4. Decisions are data-based and depersonalized. 5. The staff has real authority to make decisions about teaching and learning. 6. A plan is developed to provide meaningful time for teams to meet. 7. Educators acquire and share training in effective teamwork strategies”

(Blankstein, A.M. (2010). Failure is not an option. 6 principles for making student success the only option. Thousand Oaks, CA: Corwin. p.154.)

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