Getting started

Emerging

Got it!!!

WOW!!!

SERVICE-LEARNING and PLACE-BASED CURRICULUM

The school occasionally and incidentally addresses its community's natural, social, and cultural heritage.

The school explores its community's natural, social, and cultural heritage and how each shapes our lives today. The students occasionally and incidentally support their community.

The community's natural, social, and cultural heritage and how each shapes our lives today are regularly embedded in the school's curriculum. Students intentionally support their community.

The community's natural, social, and cultural heritage is the foundation on which much of the school's curriculum and overall pedagogy is based. Interaction between the school, students, and community is fully integrated.

STUDENT EMPOWERMENT

Students and faculty identify existing student leadership opportunities in the classroom, within the school, and in the greater community.

Student voice in decision-making is present but minimal.

Students actively develop at least one leadership opportunity involving the school and the greater community.

Students voice is recognized in curricular development and other school-wide issues.

Most students actively participate in classroom, school, and community decision-making processes throughout the school year.

Students are encouraged to advocate and present their ideas at key school/ community meetings and their voices are valued.

Students perceive themselves as leaders and are active in mutual and highly valued partnership between school and community.

Student voices are supported and integrated into key decisions affecting the school and greater community.

SCHOOL-COMMUNITY PARTNERSHIPS

(Disconnected)

Community members and school do not view each other as partners or resources. Adult driven.

(Some connection)

Occasional interaction by community members and school. Limited interaction of students in the community beginning dialogue between the two.

(Connection)

Integration of school and community into the decision-making process regarding school and community events. School beginning to be viewed as center of community.

(Seamless connection)

School is viewed as essential part of community. Community members of all ages are viewed equally as integral parts of community and school. Interaction between community members and school is a natural daily occurrence.

ASSESSMENT/

DOCUMENTATION

Documentation is mainly evident in gallery displays at VRP retreats and includes only photos of isolated projects. No apparent visibility of the VRP mission within wider school/local community.

Evidence of student work that is beginning to show some depth and breadth in documenting the VRP mission can be found in limited areas in the school and town.

High quality student work that reflects the VRP mission is evident in a variety of multimedia such as newsletters, school reports, and videos, and is shared with other schools. Displays are presented to diverse audiences such as community organizations, local & school governing bodies, and at conferences.

High quality student work is universally evident and inclusive of all students; products are visibly embedded within the entire school community; schools have become expert resources for other VRP schools. School has a commitment to present exemplary work to state and national audiences.