Running Head: PROJECT LXQ 1

Project LXQ

Innovative School: SPAGG Academy

Loyola University

Molly Allewalt, Victoria Borowy, Alison Lederer, Jessica Stith

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School Mission and Culture

Our school has three primary goals for our students. Our first goal is for students to be

active, contributing members of a community and society as a whole. The second goal is that our

students are innovative, creative and inventive when problem solving. Finally, we strive to create

students who are lifelong learners. The learning that takes place at our school is measured by

student portfolios, projects, deliverables, student-centered assessments, and showcase events that

display completed work to community members. We do not use standardized testing, instead our

school focuses on work produced by students that requires application of skills and

understanding of content.
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Clker-Free-Vector-Images. (2014, May 16). Red Crest [digital image]. Retrieved from https://pixabay.com/photo-305181/.
Ocal. (2009, April 2). Alpaca Clip Art [digital image]. Retrieved from http://www.clker.com/clipart-26590.html.
Image created by Alison Doubet on November 28, 2017 using PowerPoint.

At SPAGG, our curriculum sets high expectations for both learning and behaviors. Our

STEM program incorporates a growth mindset initiative called “Failing Forward”. Students are

taught and encouraged to work through challenges when learning and to seek positive solutions.

SPAGG teachers actively model these behaviors in order to train students to think and act

similarly. “The roles of both parties evolve as the teacher places the responsibility of knowledge

construction on the shoulders of the students and then leverages his or her own expertise to

ensure that the class meets the desired objectives” (Holland, 2014). Our teachers are not only

responsible for intellectual growth, but also behavioral growth and the development of a positive,

constructive mindset.

The projects and portfolios that align to our learning goals require perseverance, problem

solving and resilience. The Failing Forward initiative provides students with strategies to

demonstrate these skills and apply them to their learning in a constructive way. These resources

benefit students outside of the classroom as well as when meeting challenges in their daily lives.

Students are encouraged to value each other’s differences and support their unique needs as

continuous learners. SPAGG students demonstrate this ability during collaborative activities and

team projects. This helps support our students as they learn to be creative and productive

members of a society.

The climate at SPAGG is positive and comfortable. Students and adults demonstrate

consistent, productive, and respectful relationships. Students and faculty participate in

community circles on a daily basis. The focus is on solving problems in a positive restorative
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manner rather than punishment. We encourage students to speak openly and freely about their

thoughts and feelings. Students come together and learn how to show empathy and truly

understand how their classmates are feeling. Guidance counselors and advisors also come into

classrooms on a weekly basis where they teach lessons that focus on skill-building, organization,

and peer relationships.

The SPAGG community is inclusive and supportive, with a sense of belonging amongst

teachers, students, parents, and others. Our school involves stakeholders from various groups

including parents and community members and SPAGG has an open door policy for our

classrooms and work areas. Approved visitors and volunteers are invited and welcome to be

involved in learning projects and lessons that involve discussion and collaboration. For example,

SPAGG students may be doing a STEM project that involves building a windmill. Volunteers

and experts in the community are encouraged to visit, contribute ideas, provide constructive

feedback, and participate in discussions. This windmill may be permanently installed in the

community and serve a purpose outside of the school environment. This type of project might

also be presented at a community showcase event that involves family and friends.

The school mission at SPAGG is “to support students to be lifelong learners and active

and contributing members of their community by focusing on STEM, project-based, global and

green learning initiatives to encourage innovative and creative thinkers and problem-solvers.”

The purpose of our school is to create lifelong learners who are responsible and self-guided,

engage learners in student-centered activities through project-based learning, and to prepare

students for future college and career opportunities. Our values of STEM, project-based learning,

global collaboration, and green initiatives are integrated in our curriculum to meet our mission

and goals. The integration of these values are designed to engage students and adults while
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involving the community. Through the project-based learning activities, students demonstrate

mastery of skills in these valued areas and find purpose in their work by presenting their learning

to peers, adults and community members in planned showcase events.

Image created by Jessica Stith using Canva on November 28, 2017.

Teaching and Learning

Students at SPAGG are assessed in three primary ways--via their own goals and products,

via rubrics, and via informal conferences and observations. Students are able to determine, with

the support of their teachers, which standards they are covering and how they will demonstrate

mastery. Students then set short and long term goals to guide their progress. Students and

teachers meet periodically and assess both the student’s progress and the plan for

implementation. This allows for revision and/or expansion as needed and helps provide structure

and support for the student. Final products are graded on rubrics developed by using the

language of the relevant state and/or ISTE standards. If students are not able to demonstrate

mastery at the time of assessment, they have to either develop an alternative method by which to

demonstrate mastery or revise their existing product based on the feedback they receive. Students

move along to the next course on their pathway once they have demonstrated mastery of all of

the identified standards for that course.

Once students have mastered their foundational courses in the lower school, they begin to

select their elective courses and choose their pathways. Students are able to select the pathways
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that interest them, which allows students to align their coursework with both their personal and

career interests. Students move through their course pathways based on their own demonstration

of mastery which means that they are able to take the time to fully learn and understand material

before moving on, or move on quickly when they have already grasped the material. Students

also have a range of extracurricular activities that provide additional enrichment and athletic

opportunities for them.

What makes our school unique is the four core programs we offer: Science, Technology,

Engineering and Math (STEM), Project Based Learning (PBL), Global Community, and Green

School. Our STEM program focuses on incorporating the latest science, technology, engineering

and mathematics into daily learning. Students step into the role of inventor and innovator.

Through collaboration with peers, students become creative and critical thinkers and, “students

discuss their work and challenge each other’s ideas” (Ydnak, 2015). They come together as one

and achieve greatness. We encourage students to design, build and create as part of their daily

learning. What is really unique about SPAGG Academy is that students are able to choose

electives related to STEM fields which are of interest to them. Investigating solutions to prevent

town flooding, identifying the best way to harness the wind, speaking on news broadcasts, and

creating online games are just a few examples of what students are able to participate in. Our

goal is to prepare students for the real world through engaging, meaningful lessons with a focus
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on STEM topics. We want the students to take ownership and responsibility for their own

learning and ultimately develop a passion for knowledge and become lifelong learners.
Photograph taken by Molly Allewalt

Students participate in PBL classes to create projects that are individually designed and

aligned to standards with the assistance of teachers. Students are encouraged to consider projects

which have a lasting impact or are beneficial to the community. Students create a culminating

project in their Senior Year that lasts throughout the year and demonstrates a significant

investment of time and energy. Students partner with a community member and are responsible

for creating a tangible product, a research-based written component, and a presentation to the

larger community.

Our school provides students with cultural learning experiences by conducting learning in

off-campus areas for our Global program. “Students in deeper learning schools experience

learning outside the school walls—both concretely, through an array of internships in the local

community, and virtually, through diverse projects that connect them to resources and activists

across the globe” (Traphagen & Zorich, n.d., p. 50). Students attend bi-weekly field trips to

participate in diverse, cultural learning experiences. These trips are related to content being

learned at school so students can apply their understanding to an off-campus project/experience.

For example, if students are learning about community workers, they may visit a fire station or
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dentist office. If students are learning about history, they might visit a war memorial or historic

monument. Students in grade 12 attend a “field trip” where they visit a relevant venue to conduct

the learning for that day.

Photo taken by Jessica Stith.

Embedding green and eco-friendly practices is an essential principle at SPAGG

Academy. Students and staff are focused on eliminating the use of paper by being a paperless

facility. We utilize our 1:1 program by using devices and technology that are brought from

outside of school as well as inside the building.

Students understand their environmental impact and work towards eliminating waste in

the cafeteria by composting and recycling. Our school serves food from local farms in order to

provide more opportunities in the community. To incorporate green practices at SPAGG, a

school garden has been established and developed. Students are in charge of researching and

planning for crops, forecasting upcoming weather, and determining how the harvest will be used.

Students collaboratively work to create and maintain the garden using cross-curricular concepts.

According to the Scarlet Current (2017), a major outcome of the curriculum at The Green School

in Bali is, “To view school and offer a curriculum which is holistic … in a school where

classrooms are integrated into the natural and permaculture environment” (Green School Bali

Takes Teaching To A New Green Level, para. 3). In efforts to promote wellness in our own

community, students raise and take care of various animals native to the Chesapeake Bay
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Watershed in our classroom. We have cared for American Eels, Maryland Diamondback

Terrapins, and Broad Headed Skinks, then returned them to the environment.

Photograph taken by Molly Allewalt.

SPAGG is fortunate enough to have a 1:1 device program using Apple products, an

offered resource on a daily basis. Students also have access to a Makers Lab located on campus

available for all students at all times. Resource rooms include a woodshop, green screen room,

3D printing room and art studio. We are fortunate enough to have off campus spaces, such as

local university labs facilities, where students in higher grades are able to travel during the

school year to conduct learning outside of the classroom and gain cultural experiences.

Students are responsible for their own learning at SPAGG and demonstrate that daily.

Teacher and adults are involved in the learning process by means of acting as mentors,

facilitators, experts, project managers, and coaches. Learning should is fluid and takes place in

the different buildings on campus during the designated school hours. These buildings consist of

one for each of the SPAGG categories (Green, Global, Project-Based Learning, and STEM), an

Upper School building, a Lower School building, and a central building which houses the office,

library, cafeteria, gymnasium, and an auditorium.

Student Agency & Engagement

Students at SPAGG Academy are experience a daily schedule that is educationally and

developmentally appropriate for each learner. All students receive foundational reading and math
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lessons that are specific to their own individual needs. Each day, groups collaborate to work on

tasks through project-based learning. We believe that students should view school as a positive

place where life-long skills are established. Students are held to high-expectations and are seen

as young professionals and, thus, are treated in a similar manner. There is an hour break each

afternoon where students are able to eat lunch, relax, reflect, and collaborate with peers. After

lunch, Upper School students spend time focusing on an area of potential career interest that will

allow them to be college and career prepared. At this same time, Lower School students are able

to choose electives based on interest and ability in order to gain exposure to the variety of

possible career-choices that are available. Our school also places a large importance of being a

global citizen and knowing a second language. All students end the day with extracurricular

activities, such as team-sports and the arts. Below is an example of the daily schedule at SPAGG:

Time Frame Upper School Lower School

8:00-9:00 am Foundation: Reading/Math Foundation: Reading/Math

9:00-11:00 am Project-Based Learning Project-Based Learning

11:00-12:00pm Lunch Lunch

12:00-2:00 pm Pathways/Mastery Electives/Languages

2:00-3:00 pm Extracurriculars Extracurriculars

Since all students are located on the same campus, the Lower School establishes a mentor

program with students in the Upper School to promote confident and well-rounded individuals.

Students are exposed to various degrees of community involvement such as field trips, events,
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service, career spotlights, and more. Students participate in project and problem-based learning

that require them to partner with mentors and experts in the community. On Wednesday

afternoons, community members and mentors work with students on their collaborative project-

based learning or extracurriculars.

Technology is an evolving and pivotal part of our school. Students have 1-1 access to

Macbooks and iPads in order to research problems in the world around them. Our view of

technology is similar to that of Mooresville High School where technology is an essential tool

for collaborative and successful learning and as they state on their website, that students are

engaged in classrooms where teachers encourage and facilitate learning (Mooresville Graded

School District, 2017). Commented [1]: excellent statement relating to the

research!
We are proud of the success that come from our school and here are two specific

accounts. Justin is seventeen and has just started his Senior year at SPAGG Academy. Justin

started at SPAGG when he was 15 because traditional school wasn’t working for him. At

SPAGG he met with his teacher-mentor and was able to determine his own methods of

demonstrating mastery. This was difficult at first as he adjusted to the increased responsibility of

planning and implementing his own mastery-plan, however he has thrived under this system and

is currently applying to several pre-med programs.

Sherniece is part of the first 3-12 cohort at SPAGG. She has been very involved in

athletics and robotics while at SPAGG. She struggled a bit in Math and had to stay in fourth

level Math for almost two years, but the extra time gave her the strong foundation she needed

and she has since moved through the remaining levels and is currently dually enrolled at SPAGG

and the local community college. She has an internship at the local manufacturing plant where
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she gets to help maintain the robots and machines. She hopes to study Engineering after high

school.

Photograph taken by Molly Allewalt. Photograph taken by Molly Allewalt.

Infographic created by Molly Allewalt using images from Piktochart.

Networks & Partnerships

Our primary partner is the Obama family because we knew how important education was

to them and how much of an asset they could be to our school. We contacted them at the perfect

time because Obama had just left office and they were looking for a new adventure to embark

on. When we pitched them our idea, they recognized how far the students at our school could go
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and wanted to help in any way possible. Together we decided it would be beneficial to host an

initial fundraiser to raise money that would be used to build and set up our school. The Obama’s

rented out a cruise ship for the weekend and tickets sold for $2,000 per person. The weekend was

packed with activities where we were able to showcase different innovations we planned on

bringing to our new school. There were multiple sessions where attendees were allowed to input

their own suggestions for our new school. Due to this fundraiser, we were able to develop

partnerships with Ellen Degeneres, Bill Gates, Oprah, Target, Lowe’s, Home Depot, Michael’s,

Under Armour, Apple, Amazon, Xerox, Western Digital, Girls on the Run, Let Me Run, PTA,

The Y, and Thread.

The Obama’s, Ellen Degeneres, Bill Gates and Oprah not only donated $500 million

dollars of their own money, but they were also able to raise $20 billion in funds to help build

SPAGG Academy. Lowe’s, Home Depot, The Korte Company, Target, Michael’s, Amazon,

Apple, Xerox and Under Armour donated items to make our school feel like a home. Lowe’s and

Home Depot donated building materials to help make the school. The Korte Company, well

known for their educational buildings, oversaw the construction of our new school. Target and

Michael’s donated furniture, decor,and art and craft supplies. Apple, Amazon and Xerox donated

different technology tools such as ipads, printers and Xerox machines. Under Armour provided

financial support for the athletic facilities and equipment, as well as uniforms for our student

athletes.

We have also partnered with different organizations that inspire and encourage our

students such as Girls on the Run, Let Me Run, The Y, and Thread. Girls on the Run and Let Me

Run encourage positive behaviors in boys/girls at the school through a running program. The Y

of Central Maryland provides support for the bi-weekly field trips, brings in speakers and
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mentors and helps provide after school and extracurricular programming. The final partnership

that makes our school possible is our amazing Parent Teacher Association. They run monthly

fundraisers where the community truly comes together as one.

All partners have an equal voice. There are monthly meetings held at a local restaurant

where all partners are invited and encouraged to attend the sessions. Dinner and drinks are

always provided at the meeting courtesy of the Obama family. Attendees participate in voting

sessions to decide what is best for the school and the majority vote rules. If there is ever a tie on

vote, the Obama’s will make the final decision since they have donated the most time and money

to SPAGG Academy. The vision of SPAGG Academy would not have been a reality if it weren’t

for the amazing people, businesses and organizations we have partnered up with.

Lamarque, K. (Photographer). (2013, May). Simon Says! [digital image]. Retrieved from http://www.nydailynews.com/news/politics/obama-

visits-elementary-school-factory-baltimore-article-1.1347208

Rozman, M. (Photographer). (2017, January). Surprises Class [digital image]. Retrieved from http://ew.com/tv/2017/01/12/ellen-degeneres-

teacher-class/
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Kennedy, C. (Photographer). (2017, March). Community Circle [digital image]. Retrieved from http://people.com/politics/michelle-obama-

international-womens-day-surprise-school-visit/

References
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Current, S. (2017, August 7). Green School Bali Takes Teaching to A New Green.

[Blog].Retrieved from https://www.greenschoolsalliance.org/blogs/17/509

Holland, B. (2014, December 23). Innovation: Significant Positive Change. Retrieved from

https://www.edutopia.org/blog/innovation-significant-positive-change-beth-holland

Mooresville Graded School District. (2017). Retrieved from

http://www.mgsd.k12.nc.us/page.cfm?p=1

Traphagen, K., & Zorich, T. (n.d.). Time for Deeper Learning; Lessons from Five High School.

The National Center on Time and Learning.

Yednak, C. (2015, September 21). The Lowdown on STEM Schools. Retrieved from

https://www.greatschools.org/gk/articles/what-is-stem-school/