The Alpha Team 

The Alpha Team was established in 1972 at Shelburne Community School, a public school in Shelburne, Vermont. The team consists of a diverse population of seventy 6^th, 7^th and 8^th grade students working in partnership with their three teachers in an integrated multi-age community. Students come from a variety of backgrounds with full inclusion of special education students. In this program students are actively engaged in the learning process to achieve high academic standards, given an environment that promotes initiative, innovation, responsibility and leadership.

Alpha students are organized in three multi-age prime groups and remain on the team for three years. Most learning situations are multi-age with the key exception of the school-wide Math program that is taught by grade. Student’s questions drive the curriculum through thematic units, based on state standards, that explore ‘big ideas’. A flexible schedule with large blocks of time enables students to address the expectations of units of study. Individual learning styles are addressed through various groupings, learning opportunities and assessment tools. Successful learning is supported by our key beliefs:

·         Create a community where every child feels that he/she belongs

·         Value and teach self assessment and reflection

·         Involve parents to support student success

Academic success is supported by leadership opportunities and building a sense of community. By developing a sense of community as early as possible in the school year, the stage is well set for productive academic work.  Alpha has an Orientation Day that introduces the incoming 6^th graders to the Alpha systems.  The returning 7^th and 8^th graders have their first leadership role for the year developing and running the activities.   Another major team activity is a play in which each student has a role or a job.  Through student direction a play and a team are formed. Students become comfortable, active members of the Alpha community. Throughout the remainder of the year democracy is fostered as students move in and out of leadership roles which include: curriculum development, class meetings, student web-page and newsletter, professional presentations for educators, culminating events and an end of the year camping trip.

The student is required to take the lead both in their learning and in the assessment of that learning. Student reflection is the cornerstone of assessment. The process starts with weekly reflection and self-assessment using the State of Vermont’s Vital Results (Communication, Problem Solving, Functioning Independently, Personal Development and Civic and Social Responsibility). Each trimester individual students meet for a 1-3 hour Student-led Portfolio Conference with their parents and teacher. This process improves academic achievement because it demands that students celebrate their successes, identify challenges and set meaningful goals for the next trimester.

            In addition to their critical role in student evaluation, parents also support the team through an established, structured, purposeful link called Parent Council. Parents are a wonderful source of energy, ideas and support. The council helps to educate current and future parents on the systems and traditions of our team. Parent forums, a parent column in the Alpha student newsletter, a phone tree and a buddy system, are some of the vehicles used to answer questions and provide insight into Alpha’s components of learning.

            Honoring student-voice in learning and assessment, creating a sense of community and actively involving parents are the reasons why the Alpha team makes a difference for students. This difference is evidenced by high academic achievement on state and national standardized tests, and students that are confident both as learners and advocates for their own learning.

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Last updated: November 13, 2007