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Rhonda Reed-Schlosser, Teacher

Coast Redwood Homeschool for Middle School learners

When: 2 days a week
Where: Coast Redwood Homeschool portable #28
Who: Students grade 6-8 and their parents.

 

Our alternative classroom-based middle school homeschool:

We are families who want to maintain a strong, homeschool relationship with their pre-adolescent children, and who are also willing to help support a fun and active class group by participating in camping, field trips, parent-taught courses and special activities.

We have a two day a week classroom option where we work together on activities to develop social-emotional learning, we also work on project based learning, and study subject specific courses.

Hi. My name is Rhonda Schlosser and I am introducing a new option for the homeschool parents with students in grades 6-8. My focus for this program is to build a supportive peer group in order for each child to feel safe enough to stretch their boundaries, both socially and academically.

A bit about myself:I have been involved in the homeschooling community since 1987, first as a student, then a parent, a teacher, and a coordinator of the Loma Prieta program. I received my undergraduate degree from UCSC, and hold a Master’s in Educational Leadership.  I have two children of my own. I homeschooled them both until their high school years, and both are now living in the dynamic decade of their twenties. I believe that children hold a vital spot in the development of our world: it is only through actively listening and engaging with them that we can develop a vision for the future that can come to fruition.  I believe that education works best in loving relationship with others, that learning should always include a strong sense of process, and the conscious development of inner confidence and outward determination. Learning and working with homeschool families is a great way to connect the many facets of my life. My focus for this program is to build a supportive peer group in order for each child to feel safe enough to stretch their boundaries, both socially and academically.

What is expected from the students: Regular attendance, a commitment to doing your best, the desire to fully participate and reflect on our learning together, and to support the unity of the group as a whole.

What is expected from the parents: To dialogue regularly with your child about the day and his/her impressions, A willingness to share with the teacher positive feedback as well as constructive criticism., A commitment to punctuality.

In order to ensure the best that consistency, cohesion, and commitment can offer, we request that this be a year-long commitment. Student input and interests will help guide the schedule.

Program Components

Monthly meetings/Homeschool planning
When: Times/day vary according to parent’s and student’s needs
Who: Individual student and parent(s)
What is involved: This is the primary requirement for enrollment; the review and completion of monthly learning logs. These logs show the daily academic progress for the month. Monthly parent/student meetings with the teacher are the time to review, plan, and turn in the monthly logs. Curriculum is highly individualized to support the learning style and educational needs of each student. Choice of what will work best for each subject area will be discussed during the semester meetings.

Each family needs to meet with the teacher at the beginning of each semester to discuss and determine the academic goals for that semester. There will also be a one-on-one scheduled time at the end of the year to review the year in total.

How much time is devoted each month to hand in the monthly learning logs and attendance sheets is up to the needs and requests of the parent, with potential recommendations from the teacher.

Each family is unique in their homeschooling needs. The years of pre-adolescence are a time of changing relationship dynamics between parents and their children. I believe this one-on-one conference time can be a critical component of the educational experience, where communication of learning progress and expectation can be shared between the triad of parent, student and teacher.

Social emotional development and group activity day: Self-to-Group
When: Thiursdays: 10-2:30
This is a year-long commitment. Student input and interests will help guide the schedule.
Who: Students grade 6-8 (14-16 student maximum)
What the day involves: I will use both socially oriented experiential education and academic enhancement with individual and group activities. Activities will include Digital Photography and editing, outward-bound style gaming curriculum (such as trust-building exercises and collaborative games) and regular PE. The academic piece will revolve primarily around language skills development, particularly written and oral communication using various themes and projects that are meant to help develop expression of voice and opinion. I encourage debate, Socratic style dialogue, fun, positive leadership through mutual respect, and the real life application of our learning. A writing and photography-based portfolio will culminate the year. Field trips will be a regular feature.

NOTE: This is the core day for all students. This day ensures the culture and cohesion of the program. Working together throughout the year allows for stronger understanding of peer dynamics, greater self awareness, respect and mentoring opportunities, as well as stronger civic awareness. The group of students in this class will also help direct tone of the program, content, and field trip options.

Project-based Contract time ( based on Edvisions & Project Foundry)
This component is based on self-directed projects-based learning, where each student can learn essential skills in various subject areas at their own pace, in the way that best suits them, using their best learing styles and abilities. Each student or team will be participating in the creation of the project from: -Proposing initial idea, -Determining steps and deadlines, -How to present the final ‘product’, -Assessing the quality of their work using rubrics.
A project can be presented as: a written essay, oral report, video, photo collage, interview conclusion, documentary review, 3-D diorama, artwork, etc.
Additional skills developed through this process: -Creating and Presenting Proposals, Documentation through journaling process, Organization of steps and materials, Time management, Commitment to deadlines, Public Speaking.
The length of time a student participates, the deeper the breadth, quality and integrity of the academic projects that will be completed.
We request that this be a semester-long commitment.
Who: Students who commit to completing self-defined Project Contracts, and Parent supporters whose participation includes: viewing student’s progress, participating in the process, commenting on the proposals, assessing the end results.
What we will do in class: During class time each student will check in with teacher to review/reply/assess journals and completed timeline, and help evaluate next steps. Each student will spend the majority of the time in class to research on the computer, and/or work (with partner) on project.
NOTE: The major work on the projects will be done at home, and will require the support of the parents and/or independent dedication of the student. Regular email correspondence with Rhonda can be used to ask questions, clarify next steps, help to assess each project towards its completion.

Semester-long courses
When: 1 day per week, 1st.class 10:30-12pm, PE/Lunch, 2nd class 1:30-3pm
Who: Students grade 6-8
What the day involves: Each semester will include two classes that will offer a comprehensive study on various topics. Specialized Teachers will be employed that have a passionate and professional connection to the topic they share with learners. Choice of topics will be a balance between teacher interests, and student and parent requests.