Envision Difference

At the core of Envision Schools is an instructional model based on six Design Principles:

Rigorous and Relevant Curriculum where learning is contextual, active, and authentic. Project-based work and field studies are the norm. Academic competencies are integrated with professional skills and guided by essential questions developed by students and staff. Academic content is linked to California State Curriculum Frameworks and state standards, and meets all University of California/California State University requirements.

A Traditional High School	Envision
Students sit disengaged in rows listening and watching the teachers stand and deliver. Many students only achieve success (graduation) by completing the minimum number of assignments and being present in class - "Just getting by." Students' work rarely has any value beyond the classroom; assignments rarely ask students to use inquiry methods or demonstrate understanding of knowledge.	Students work on projects that are relevant and meaningful to their studies, to their lives and to their futures. All students take college prep curriculum. All students graduate by demonstrating mastery and understanding of challenging and meaningful learning outcomes. Assignments and projects require demonstrating understanding, inquiry, and have value beyond the school.

Personalized Learning means that every student is respected and well known. The maximum enrollment of each school is 400 students. Students are grouped in 9/10 and 11/12 houses. Teachers share responsibility for a group of students and remain with them for a period of two years. Advisors work closely with a small group of students for four years.

A Traditional High School

Envision

Teachers have at least 160 students during a semester and almost never meet with other teachers who share the same students.
Students select courses with little guidance and without an eye to future goals, personal learning strengths, or areas for growth.
There is 1 college counselor for 1000 or more students; 1 guidance counselor for 350 or more students.

Teachers have no more than 100 students who they share with a team of three or four other teachers over a two-year period. Teacher teams meet daily to discuss student support and design curriculum.
Every student has a personalized learning plan based on their interests, goals, academic and personal strengths, and areas for growth.
There is 1 college counselor for 400 students; 1 advisor for every 16 students with ongoing weekly meetings.

Authentic and Powerful Accountability where students, parents and staff use a broad range of assessment approaches to measure learning and personal success. Assessments include portfolios, projects, and exhibitions, as well as state-required standardized tests. Both students and teachers routinely examine progress and mastery using systematic inquiry.

A Traditional High School	Envision
Schools and their communities use standardized tests to measure success. Test results are posted but not explained or used by teachers to improve instruction or by students and parents to improve individual learning.	In addition to standardized tests, students complete authentic performance-based assessments to demonstrate their mastery of learning outcomes. Data from multiple assessments are systematically used by teachers, students, and parents in an inquiry process that informs teacher practice and student learning.

Community of Learners means that students, staff, parents and community members are respected and active participants in a collective endeavor focusing on high standards, successful habits of mind, and continuous improvement.

A Traditional High School	Envision
Students take 6-9 courses with 6-9 different teachers with 6-9 different standards and expectations every day. Teachers often will not interact with other adults during the workday - they are individual operators in isolated classrooms. Students rarely know more than a small group of students in any of their classes or at the school in general.	Students and teachers are part of small learning communities that work collaboratively to build respect, trust, and openness to learning together. Collaboration time is built into the school schedule, enabling teams of teachers to work together and learn from each other. All students and teachers in the school know each other well.

Adult World Immersion enables students and staff to regularly interact with successful adults in the community. Academically-oriented internships with businesses, non-profits and universities are integrated into the schedule, projects, and school year. All 11th and 12th grade students will engage in two extended internships in the fields of Art, Environmental Science and/or Technology.

A Traditional High School	Envision
Students are isolated from the adult world - often the only adults they interact with are their teachers and parents. Teachers design curriculum in isolation from experts in the field.	Students work with mentors, guest artists and experts from the field on every project and participates in two internships. Teachers work with guest artists and experts to design curriculum and assess student work

Integration of Arts and Digital Technology across all curricular areas as a tool for understanding, expression, creativity, innovation and contribution - not as stand-alone skills. Art and technology are core competencies, supporting the acquisition, application and demonstration of knowledge and skills.

A Traditional High School	Envision
Arts and technology are seen as elective courses. 1:7 ratio of computers to students. Computers are used as expensive typewriters.	Arts and technology are used to investigate, analyze, communicate, create, and innovate across curricular areas. Every student learns the tools of arts and technology. 1:3 ratio of computers to students. The school is on a wireless network; every student has a Personal Digital Assistant and keyboard.