The Ohlone Code

Revised April 1997

An Overview

Ohlone's goal is to help each child acquire the tools of learning — reading, language, mathematics — in such a way that the child experiences a joy of learning. At Ohlone:

• The school is concerned with all aspects of a student's development: academic, physical, emotional, social — the whole child.

• We encourage students to make their own choices — and take responsibility for the consequences of those choices. Competition (except with oneself) is de-emphasized; cooperation is emphasized.

• Some classrooms may appear very busy, with many activities occurring at once. Students move about in the room, and there is a creative, informal atmosphere. Children call teachers by their first names, and there are no bells.

• Homework is not given routinely. Students bring work home when they haven't completed assignments during school hours, or when working on specific projects. There are no grades, quizzes, or tests.

This approach to learning is different from what most parents experienced when they were in school. It requires the parent to trust that the child is learning, and join in partnership with the school in that learning process.

Ohlone School: History and Philosophy

Ohlone School is an officially designated district alternative school (or school of choice) with voluntary enrollment from throughout the District. The school has an equal access drawing (lottery) held during the winter for the following fall enrollment.

The school offers an "open education" approach, with classrooms that are characterized by:

• teachers functioning as highly involved guides, facilitators, and coaches.

• multi-age groups

• pupils progressing at their own rate

• subjects integrated throughout the daily schedule. 

• pupil-initiated activity

• independent study

• peer tutoring

• a creative, challenging, informal atmosphere

Ohlone evolved from a neighborhood to an alternative school between 1970 and 1974. During this period, teachers received specially funded professional training in open education, and gradually adopted their current classroom practices. The PAUSD School Board officially designated Ohlone as an alternative school in 1976. Since its adoption of the open education approach, the school has gained wide recognition, becoming nationally known as an innovative, pace-setting school. Teacher-training institutions regularly send student teachers to study at Ohlone.

Parents are full-time partners in the development of the school. Through the Ohlone Site Council, parents participate in policy development and program evaluation. Parents involved in the PTA enhance the school program, and organize and support various school-wide activities and events. Additionally, parent volunteers serve as in-class tutors; operate a lunch-time drop-in art program; provide supervision on the Ohlone Farm; and help in the school library.

Ohlone students excel academically, according to standardized test scores. More than half of our students score in the top quartile (national norms) on reading, language arts, and mathematics tests, while fewer than five percent score in the bottom quartile. Staff also furnish target remediation for those students who need it; and provide enrichment for all Ohlone students.

Many parents are concerned if Ohlone students are well prepared for matriculation into a traditional middle school. The answer is a strong "Yes!" affirmed not only by the standardized test scores of Ohlone graduates, but also by follow-up studies of Ohlone students in middle school, and by feedback from middle school teachers, parents, and the children themselves.

The beliefs, practices, and assertions given here represent the collective position of the Ohlone teaching staff and community. The Code serves three purposes:

• to educate parents of prospective students about the basic beliefs upon which the school program is based;

• to guide the staff in problem-solving and decision making;

• to clarify for District administration, the School Board, and school visitors the distinctive aspects of the Ohlone Program.

This code, endorsed by the Ohlone PTA and School Site Council, is revised periodically. 

Teaching the Group and the Individual

We believe that curriculum and instruction needs to be meaningful and relevant to each student so that he or she becomes a thinking, probing learner who searches for understanding.

At Ohlone, the teacher is a facilitator who is responsive to individual needs. Students are empowered and encouraged to develop their own learning goals and activities in a classroom environment that accommodates a variety of learning styles.

Practices:

• Teachers encourage students to make responsible decisions regarding:

  • what to study (choosing a report or project topic); 

  • what resource materials to use;

  • how to evaluate learning.

• Teachers help students set appropriate goals (daily, weekly, or longer), and provide students with a structure to support student planning and achievement of those goals. Students and teachers re-negotiate goals where necessary, and teachers encourage students to learn from their mistakes.

• Teachers invite and encourage student-initiated projects (both short- and long-term). Some projects are undertaken within a class-wide theme, while others are done individually. Students must balance time spent on projects with other curricular demands.

• The curriculum is approached in-depth and subject matter and skills are revisited continually, throughout all grades. Ohlone's curriculum emphasizes "hands-on" learning, and supports the integration of more than one academic subject into each lesson.

• Teachers organize activities so that children learn to cooperate and encourage one another. Teachers devote part of every day's instruction to developing positive, productive human relationships in each classroom. 

• When there are District objectives affecting Ohlone, the staff determines whether they are compatible with our principles and practices. If we find the District objectives incompatible, we seek to have them changed or eliminated for Ohlone.

• We follow state curriculum guidelines in all subject areas.

  
  

Teaching the Whole Child

We believe that social and emotional development is as important as academic development, and that social skills enhance learning.

Teachers, adult volunteers, and peers address students' individual learning needs, self-esteem, concerns, and fears. Students are encouraged to recognize their own strengths and weaknesses as well as those of others.

Practices:

• Participation in class meetings empowers and enables students to take risks and express themselves in a non- judgmental atmosphere.

• Our staff creates a safe and accepting environment, and encourages students to treat themselves and others respectfully and to act in positive ways.

• The Ohlone CARE program — a series of social skill-building groups run by trained counselors — is available on-site to help students develop a strong base for positive social interactions.

• If a student does not benefit from Ohlone's educational approach and would function better in another type of learning environment, his or her parents are so advised.

  
  

Achievement and Assessment

We believe that the assessment of student achievement is an on-going process of observation, reflection and change.

We focus on individual growth and provide open lines of communication among parents, students and teachers. Students are an integral part of the assessment process both formally and informally. We believe evaluation should be a positive tool to encourage the joy of learning and motivate each student to achieve his or her highest potential.

Practices:

• Homework is an extension of the classroom curriculum, rather than a separate, non-related activity. 

• Students progress at their own level and rate.

• Daily demonstrated progress in classroom work is the basis for evaluating student achievement. 

• Regular parent-teacher conferences and written evaluations replace letter grades and report cards.

• We give standardized tests only when they are mandated or are appropriate for instructional purposes. If we determine that a particular standardized test is inappropriate, we strive to replace it with a more suitable measurement.

  
  

Learning Environment

We believe that optimal learning focuses on the whole child.

Ohlone provides a nurturing environment that empowers students to make decisions; gives them freedom to explore their own interests; encourages risk-taking; and ensures that learning is relevant and meaningful. This environment extends learning beyond the classroom, providing an opportunity for children to experience the joy of learning.

Practices:

• Ohlone has multi-age classroom groupings, which allow students the opportunity — over a period of at least two years — to be both a younger and an older student in the same classroom.

• We provide an integrated-day schedule: several activities may occur simultaneously in the classroom, or all students may work together on a single activity or project.

• In Ohlone classrooms, children have the freedom to move around, talk and share with one another. Most classrooms have designated areas for reading and quiet work. 

• The teacher functions as a guide and facilitator.

• We encourage children to serve as role models for one another through peer tutoring, cross-age tutoring, and cooperative learning.

• The Ohlone Farm provides students with unlimited unique opportunities for "hands-on" learning and incorporates real-life experiences into the classroom. 

• We encourage the participation of classroom volunteers, including older Ohlone students, peers, parents, and community members.

• Throughout the Ohlone curriculum, we use manipulative materials and incorporate real-life experiences.

• Daily class meetings allow the students to plan, evaluate, settle concerns, and celebrate their progress.

  
  

Climate of Trust

We believe a trusting relationship among all members of the school community is integral to Ohlone's success.

Our environment allows for children to develop a positive attitude towards learning and encourages them to be part of the learning process. It also develops an understanding of individual differences and the ability to work together.

Practices:

• As much as possible, students and staff participate in the decisions that directly concern them.

• Students and teachers mutually determine classroom rules and regulations each year. Whenever possible and practical, the decision-making process includes those who are affected by the decision. Decisions are made with the principles of this Code as a guide.

• We encourage students to initiate activities, and we enable them with support to follow through on those activities.

• We maintain an informal atmosphere on campus; children and adults call each other by their first names.

• We expect positive, productive relationships in the classroom and on the playground. We employ several strategies to help a child meet this expectation:

  • individual conferences

  • group discussion

  • role playing

  • contract agreement

  • temporary exclusion (time out)

  • the opportunity to express feelings in writing 

  • conferences with parents

• We encourage students to make choices, take responsibility for their choices, and accept the natural consequences of those choices.

  
  

The Parent-Teacher Partnership

We believe that teachers and parents are partners who work together to support the students and the school programs.

The success of Ohlone School depends not only on parent commitment but also on the support and resources of the entire community.

Practices:

• We encourage parents' involvement in school activities such as classroom visits, volunteering, parent-teacher conferences, school-wide projects, and parent education workshops. We encourage and invite frequent classroom observations by parents.

• We recognize and use the talents of parents and community members to support and enrich our many school programs, including classroom volunteers. We believe such involvement promotes a sense of partnership in the education of our children.

• We welcome parent participation in decision making and policy formation through the School Site Council.

  
  

Staffing Ohlone as an Alternative School

We believe that the staff's understanding of, and commitment to, our educational philosophy is critical to the quality of the Ohlone alternative.

Practices:

• The School Board and administration have authorized Ohlone as an alternative school. We encourage their continual efforts to staff the school with individuals that support the beliefs and practices expressed in this Code. 

• We require teachers, support staff members, and administrators assigned to Ohlone School, to accept the beliefs and practices expressed by this Code.

• When filling staff vacancies, we involve both parents and staff members in the interview process.

• We recognize the staff's need to update and renew teaching practices and educational philosophy through workshops, retreats, and in-service programs.