Philosophy

At Horizons K-8, we make a point to identify the learning needs of individual students and then provide them with authentic learning activities that honor their interests, choices, and goals. We know that relevant learning lasts a lifetime.  Of the many unique qualities that make up our particular approach, families and students will experience small multi­-age classes, individualized goal setting, and an emphasis on quality work. Students will have choices in content and demonstrations of learning. Hallmarks of our program include authentic assessment, opportunities for performance, a focus on service learning, Spanish language acquisition, and full participation in a meaningful, caring community.

Academic/Curriculum Standards

Academics at Horizons K-8 are grounded in best practices identified by educational research and delivered by committed and licensed educators. The curriculum is structured so students will meet or exceed content standards adopted by the Colorado Department of Education and the Common Core Standards Initiative. These standards are written to address the development of skills in reading, writing, mathematics, technology, science, and social studies. Curricular themes, developed by the faculty, are correlated to the above standards as well as BVSD curriculum, and guide the development of school­wide and homeroom learning activities.  Our faculty works toward maintaining a vertically and horizontally aligned K-8 curriculum in every content area so that students have a cohesive and supported experience throughout their academic life at Horizons K-8.

Key Program Components

Individual Learning Goals

3d-printer Horizons students collaborate with teachers and parents to identify individual learning goals. Teachers conference with students and parents twice a year to review and celebrate learning and growth, and to set future goals. Each student’s abilities, strengths, interests, and learning styles are used to establish challenging, achievable learning goals. Students have the opportunity to demonstrate mastery of learning in a variety of ways, including projects, presentations, exhibitions, portfolios, and test performance.

The K-8 Experience

At Horizons, we specialize in K-8 education. We believe that the building blocks of life-long learning are established in the elementary and middle school years. Consequently, we devote our resources to serving the whole child during this critical period; an approach we believe better prepares them for their high school years. The K-8 environment allows students to engage in age-appropriate activities and events. Our children are free to stay “younger” a bit longer. In our school, sixth, seventh, and eighth graders are not caught in the middle; they are the role models for the student body. Horizons students assume leadership responsibilities. The result is greater confidence and self esteem,  a sense of belonging and self worth that is a purposeful component to success in high school and beyond.

Small, Multi-age Classrooms

nichole 1

Teachers work with multi­-aged classes of approximately 19-20 students. Generally students remain with a teacher for two years, maximizing relationships and the teacher’s ability to identify and meet students’ needs. Students become a family of learners who support and encourage one another. Older children have the opportunity to serve as mentors and to take leadership roles.  In a multi-age setting, children are more likely to cooperate than compete. When children collaborate in a cooperative setting learning is enhanced.

 

Role of Teachers

The teachers, as facilitators of learning, have primary responsibility for developing curriculum, differentiating instruction, and assessing student progress.  Our teachers also take on a myriad of other responsibilities in service to Horizons as a whole.  They collaborate on instructional practice and curriculum pathways throughout the school K-8.  Horizons teachers keep their eyes on both what their individual students need on a daily basis and on the big picture of how the culture of the school is meeting collective goals. Parents and teachers develop a relationship which is vital to student learning.

Buddies

IMG_5275

Buddies are a highlight of the K-8 Experience!  Older students mentor and support younger students in their classrooms with various activities and events, joining with them in play and work.  Older students benefit by being of service to younger students.  The multi-age bonding that occurs in our K-8 setting closes the gap between teachers and learners.

Special Education

Teachers, the special education team including the psychologist, social worker, occupational therapist, speech/language specialist, and para­educators,  collaborate to address individual student needs in the classroom. Individual Education Plans (IEPs) are developed and implemented in accordance with BVSD, state, and federal guidelines. Horizons incorporates an inclusion model.  Universal best practices, targeted, one-on-one, and small group instruction are all used to support discreet academic and social skill development. With our team guidance, special education students at Horizons are highly successful in achieving their individualized educational goals in the milieu of a caring, accepting environment. The special education teachers coordinate services for the school and oversee the implementation of each student’s IEP. They may offer direct, indirect and/or consultative services depending on the student’s individual needs.

Literacy Specialist Support

Our literacy specialists are teachers who have engaged in extensive training in literacy development. Our program targets students who may benefit from additional reading and writing instruction beyond the rich teaching they receive in their classroom. The support is provided in small groups that are formed based on students’ individual strengths and needs.

The small group structure contributes to creating community and supports the social-emotional needs of students, including building confidence in students’ ability to communicate through reading and writing.

Literacy specialists collaborate with classroom teachers to assess, observe and create reading goals for students who can benefit from this support. Small groups lessons consist of guided reading, comprehension strategies, writing, phonics and spelling instruction. Students selection is based on formal and informal assessments, as well as classroom teacher observation and recommendation. Frequent assessments are built into the program to monitor each child’s progress. Groups are flexible and change throughout the school year as needed.

Literacy specialists provide support to classroom teachers in implementing district, state and federal requirements for monitoring student reading progress as currently outlined in the Colorado READ (Reading to Ensure Academic Development) Act.

Academic Expectations

Students are expected to complete projects and assignments in a quality manner that reflects their knowledge, ability, and skill level. Students demonstrate progress and completion of the requirements through learning portfolios, and a variety of assessments which are shared with teachers and parents during fall and spring conferences. In addition, students from third-eighth grade pursue their own learning through independent learning projects. The culmination of this passion-driven learning occurs during a students eighth grade year when they spend a year on an Aperture Project. Recent titles and examples of Aperture Projects include: “Writing my Way to Health,”#TransLivesMatter,” “Coaching Basketball,”The Code of Code: Creating a Programming Language,” “Making a Metal-Melting Foundry,” and “There with Care: Organizing a Fundraiser.”

painting with Kara

Horizons Homework Policy

One goal of teachers at Horizons is to enable each student to reach a high level of academic achievement. This goal is supported through homework assignments. The work that students are expected to complete at home is designed to be developmentally appropriate and to extend current classroom curriculum. Homework is given to develop study habits, personal responsibility, and organization, and to foster the home-school connection. Reading is an essential component of homework at all grade levels. The use of planners begins in 1st grade and continues through 8th grade. When reading through the homework guidelines, you will notice increasing homework time requirements as your student moves through the grades.  As students become more self-directed in their learning, we expect increased independence in the completion of homework.

        Parents can show their commitment to their child’s education by setting expectations that students complete their homework, and bring their homework folders, planners, materials, and/or books to school.  This allows teachers to receive and evaluate student work, to monitor progress, and to provide feedback and support. Please contact your student’s teacher with any questions or concerns.