Core Values for Forest Lake Area Community School and Alternative Options

  • We as a community will create and maintain a positive inclusive learning environment which fosters the skills to thrive through social emotional development and college and career readiness.

Core Values

  • Statements of belief that drive our words and actions

    We believe in equity.

    • Creating a welcoming environment for all
    • Awareness of student needs-emotional/physical/cultural
    • Building cultural competence in the classroom

    We believe that all students can and will be successful.

    • Using positive affirmations
    • Focusing on student strengths
    • Unique classroom environment

    We believe in building positive relationships with our students.

    • Judgment-free environment
    • Using student interests to motivate learning
    • Being fully present with students
    • Modeling positive relationships

    We believe in student growth.

    • Functionally preparing for the future
    • Increase in self-confidence
    • Academic/social-emotional growth

    We believe in high expectations for our students.

    • Graduation
    • Growth mindset
    • Assisting students in setting and achieving goals

    We believe in educating and supporting the whole child.

    • Accepting students from where they are
    • Teaching and promoting empathy
    • Providing proactive social/emotional support

    We believe in providing resources and accommodations to meet student needs.

    • Centering instruction on research and evidence-based practices
    • Providing resources both in and outside of school
    • Consistently following 504 and IEP accommodations

Our Environment

  • What will our building look, sound, and feel like?

    • Ensuring that all students have the supplies and resources they need to
      be successful.
    • People are treated as individuals with unique attributes, skills, and
    • Our building is a place where all ideas and identities are welcomed and
    • Encouraging the development of study skills and work habits for success
      in and out of school.
    • An accepting environment for all
    • More options elective classes
    • More job and career resources
    • More supervised areas
    • Posters
    • Teach persistence
    • Incorporate more goal setting in academic courses
    • Teachers modeling growth mindsets and the power of yet
    • Positive phone calls home
    • Group work teaching emotional regulation and pro-social skills
    • School based mental health programs
    • Providing better access to elective courses taught at the high school
    • Peer helpers for new students
    • Students engaged in learning
    • Continuity with staff and programs
    • Positive interactions between students and staff and staff and staff
    • Providing resources based on current student need
    • Teachers building on student strengths
    • Using inquiry based or project based learning that include student interests and ideas
    • Students have the opportunity to create their own graduation plan(clp/plp)
    • Model empathy and positive communications (respond to student outbursts in a calm discussion type manner)
    • Welcoming and well kept building
    • Staff accommodate student needs /having high expectations
    • Offering a variety of relevant classes that fit student interests
    • Helping students with study skills and strategies
    • Provide more teacher pd when needed

Required Shifts

  • How is this different from our current reality?

    • Internship/Volunteer Coordinator (Jamie Bullock/Molly Bonnett)
    • Continue to implement PBL through EdVisions
      • Identify and acquire resources needed for successful implementation
    • Growth mindset
    • Synergy training vs SWIS
    • Planned PD Training around proactive vs punitive approach with behavior; building capacity around PBIS-based behavior interventions.
    • Example includes ACEs Training & Check and Connect
    • Create active action teams
    • Plan PD around equity and culturally competent instruction / Circle of Safety and SCARF
    • Ranger Hour: need to build capacity around relationships & student based mental health
    • CLPs & PLPs: building a framework around this so that it’s a positive and useful experience
    • Advisory changes to Ranger Hour
    • Discussion around new programming and shifts: Inquiry, Student Centered learning. Multi-disciplinary instruction
    • 4 Pieces of the ALC:
      • Credit Recovery- (9-12) after school hours in a seat-based program
        guided by the teacher. Enrollments will come through the office.
      • Teacher is responsible for organization of curriculum.
      • ALC High School (9-12)
      • Dual Enrollment
      • Online ALC High School (available for other students in other
    • Shifting / move to our new space

Strategic Outcomes

  • Our school will…

    Build capacity around project based inquiry by providing PD

    • Interdisciplinary areas

    Understand students’ needs in an effort to offer opportunities for academic and personal growth in a changing world

    • PBIS-instilling a positive and proactive vs punitive behavioral intervention approach to support students in the school
    • OJT/Internship opportunities
    • Ex: Project Search
    • Post-Secondary Planning
    • Credit Recovery
    • Digital Learning
    • Social Emotional Learning/Self Regulation
    • Life Skills
      • Communication
      • Manners/Etiquette
      • Problem Solving
      • Identifying and finding resources

    Maintain an equity lens in everything we do

    • curriculum
    • decision making
    • instructional practices
    • access to materials and opportunities, etc

    Utilize community resources to support mental & chemical health

    • Canvas Health
    • Lakes Center For Youth and Families

    Build relationships through Ranger Hour by assigning 10-15 students to staff members in an effort to personalize learning (CLP’s, career and college readiness, and internships) *Note: program shifts to be determined

    Build capacity around MTSS and PST

    • have representation at a district level

    Utilize positive language in all areas

    Analyze various types of data to determine academic and social needs building wide