Wisconsin Charter Schools Yearbook - School Management Services

70
Pamela Bork
2200 Wisconsin Avenue
Plover, WI 54467
(715) 345-5425
pbork@wisp.k12.wi.us
Grade Levels: KG-06
William Carlson
3500 Prais Street
Stevens Point, WI 54481
(715) 345-5426
bcarlson@wisp.k12.wi.us
Grade Levels: KG-06
Mike Devine
1201 North Point Drive
Stevens Point, WI 54481
(715) 345-5401
mdevine@wisp.k12.wi.us
Grade Levels: 11-12
Est. 2004 Roosevelt IDEA School
The Roosevelt IDEA (Instructional Differentiation for Educational
Achievement) School, located in the Stevens Point School District serves
students in grades K-6. The charter school concept of differentiated
instruction seeks to bridge the achievement gap between the low achieving
students and the balance of our student population within the school.
Differentiated instruction is often promoted for the gifted learners, however,
educational research and literature supports tailored learning for all students.
The underlying premise of our charter school for differentiated instruction
guarantees that each student will be assessed and provided instruction at their
appropriate level. It is not a one size fits all model-the traditional
“cookbook” approach to education. Our goal for developing this charter
school is to follow this education model Assess, Instruct, Deliver, and Extend
opportunities for students. Using the AIDE format, teachers implement
evidence-based practices, which result in optimal academic and social
competences for all students.
Est. 2004 Washington Service Learning Center
Washington Service-Learning Center (WSLC) is a grades K-6 center where
students learn by planning and implementing service-learning projects. At
WSLC, strategies that produce academic learning and engage students in
meaningful service to their school and community are taught by carefully
integrating an established curriculum. The main goals are for students to
achieve high levels of academic success and become responsible, caring, and
engaged citizens. The WSLC is defined by four key characteristics that are
part of every service-learning project developed and implemented.
1. Clear learning objectives tied to standards and the curriculum.
2. Genuine school or community need. With the guidance and support of
staff, parents, and community volunteers, students identify a genuine
community need and develop and implement a service-learning project
to meet that need.
3. Systematic reflection. Structured opportunities for reflection assist
students in relating their community service-learning experience to
course content and identified objectives.
4. Youth voice. Allowing students a voice in the selection of the project
promotes ownership in learning.
At WSLC, student-identified service-learning projects are integrated
throughout the day and year into the established district curriculum.
Est. 2002 Wisconsin River Academy
The mission of the Wisconsin River Academy is to engage students in grades
11-12 with interdisciplinary, open-ended and hands-on experientially based
programs. The goal of the program is for students to see and understand the
interrelationships between human societies and systems and their
surrounding natural environment.
The school is best described as a “school without walls,” attempting to
challenge students to integrate academic objectives in the natural
environment while solving realistic problems having actual life
consequences. All programs of instruction model Expeditionary Learning, or
project-based curriculum.