2320 - EDUCATIONAL OPTIONS

Southern Local School District

Administrative Guidelines

2320 - EDUCATIONAL OPTIONS

Objectives

		1.	To broaden curriculum content thereby overcoming the limitations of the regular school program.
		2.	To provide students with an opportunity to make decisions (to select from a series of options) about their activities in school.
		3.	To place students in a more active role in the learning process.
		4.	To provide learning experiences tailored to individual interests, talents, and needs.
		5.	To enable students to develop confidence in their ability to learn, to think imaginatively and to explore ideas.
		6.	To develop in students the ability to comprehend, apply, analyze, and synthesize information.
		7.	To provide students an opportunity to develop responsibility through developing and following a plan of study.
		8.	To foster in students a continuing interest in learning.

	B.	Structure
		Obviously students vary in the amount of skills, self-discipline, responsibility, and interest they possess. As a result, three (3) levels or plans have been developed to provide high school students with opportunities for independent study:
		Level I - The study is largely teacher directed. Frequent review and discussion with the teacher is required. Subject matter is closely related to class instruction. The project is limited to a predetermined period of time.
		Level II - The study is more student directed. The students must confer with the teacher once each week. The project is limited to a predetermined period of time.

	Level III - The student is responsible for directing his/her own learning. S/He reports to his/her teacher by appointment. Projects may range afield from regular course content. These projects are limited to a predetermined period of time.

	Projects may be interdisciplinary in nature. Students involved in an independent study project must report to their assigned work station during their regular class period. Opportunities to work or study in other areas (laboratories, shops, etc.) or off campus may be arranged.

	A student who desires to participate in independent study may do so upon approval of the principal. The criteria for approval is set forth in Board policy. Students who fail to develop and demonstrate the degree of self-discipline and responsibility for independent study will be phased out.

	The completed independent study project could take many forms: term paper, script, a film, a T.V. tape, oral tape recording, etc. The final report must include:

1. a log showing how time was utilized,

		2.	a bibliography of materials used - print and non-print,
		3.	an evaluation of the project.

	The contract-application for independent study upon approval by the high school principal will be filled with the student, teacher, librarian, and guidance counselor. The fact that a student has initiated and successfully completed an independent study project of Level II or III will be noted in the student's permanent record and transcript.

	A completed copy of the project together with the application-contract will be kept on file.

	C.	Role of Teacher
		As in all learning, the role of the teacher in independent study is crucial. Specifically the teacher must:

		1.	provide instruction to students in the skills necessary for independent study, note taking, bibliography construction, listening, library usage, etc.
		2.	capitalize on student interest and provide positive support and encouragement to students involved.
		3.	assist students in defining their projects and in selecting methods for carrying out their project.
		4.	meet with students involved on a regular basis to counsel, review, encourage, suggest, and support students.

Before being permitted to manage independent study activities, teachers must demonstrate working knowledge of the current literature concerning this type of activity.

	D.	Evaluation
		The progress of independent study students shall be measured or evaluated in terms of increased competence, acquisition of needed skills, and development of techniques and attitudes needed for exploratory skills. Evaluation must consider the process of independent study that was undertaken as well as the final product.
		Teacher-student conferences throughout the study serve an evaluative function and shall be recorded indicating dates and time. A final conference involving the student, teacher, and coordinator is necessary. Students who are not profiting from independent study will be dropped. Student oral reports and explanations of attempted studies provide as opportunity for the teacher to examine the quality of independent study experiences.