We use a wide range of techniques to develop original ideas. We view failure as an opportunity to learn, and understand that analyzing and refining ideas is necessary for innovation to occur.
We access, evaluate, and use information efficiently, effectively, and accurately for the issue or problem at hand. We can manage the flow of information from a wide variety of sources.
We can develop a successful solution to a real-world problem when a new task is presented. We can act on creative ideas to make tangible and useful contributions to the world.
We work with a variety of people from diverse cultures and those who have different experiences and perspectives to discuss issues, resolve problems, and share responsibility fairly. We choose and use appropriate technologies to create shared products.
We communicate respectfully, responsibly, and appropriately in a variety of situations, including face-to-face, written, and digital.
We solve different kinds of problems in both conventional and innovative ways. We ask significant questions that clarify various points of view and lead to better solutions.
We publish our work because we believe that we can make a difference in the world. We demonstrate understanding, friendliness, and politeness toward others and conduct ourselves with integrity.
We reflect on the quality of our work, thoughtfully consider feedback from others, and strive to improve both our strengths and weaknesses.
We care about others as well as ourselves. We actively pursue opportunities that make a positive difference in the lives of the people around us as well as those around the world with empathy, mindfulness, and respect.
Personalized, project-based learning engages students and encourages collaboration and creativity while promoting authentic work and assessment. At FPCS, each student has a pathway that makes sense to them and that is connected to their long term goals and aspirations.
The district utilizes an online learning management tool, the Summit Learning Platform, in middle and high school, which supports the district’s personalized, project-based learning model of engaging students, encouraging collaboration and creativity, and promoting authentic work and assessment.
In 2006, the district implemented the one-to-one technology initiative. Students in grades K-5 are assigned a device (iPad) to use at school, and students in grades 6-12 have a device (laptop) to use both at home and at school.
Students in grades K-12 publish their work to an online digital portfolio. They showcase their work through various media, including photos, videos, and graphics. This practice is aligned with the Fairview Advantage skills set and helps students understand the various best practices when it comes to online publishing.
Students in the high school and middle school are assigned a faculty mentor to serve as an additional support system throughout the year. Students also send weekly communications to their parents/guardians during their mentoring time, giving them an update on their coursework.
Students at Fairview High School and Mayer Middle School have access to professional equipment for creating and exploring a wide variety of projects. The Innovation Center houses 3D printers, a laser cutter, a vinyl cutter, five iPads, nine iPad Pros, Apple Pencils, 30 iMacs and a Mac Pro Media Server. Also, there’s a large format printer, color photo printer, video and photo cameras, a green screen and black screen photo-video studio, screening room for presentations and critiques, and an audio recording studio. Over the summer of 2016, teachers and staff transformed what was once the library into a space that inspires creativity and innovation.
The district implemented full-day, tuition-free Kindergarten at the beginning of the 2016-17 school year. At the Parkview Early Education Center, children ages 18-months through pre-K are actively engaged in the Creative Curriculum.
Graduating seniors will present their portfolio of work up through 12th grade for a panel of faculty, staff, and community members to demonstrate how they have implemented the Fairview Advantage skill set in their coursework.
Students in the 11th grade participate in an active internship with a local business to identify a problem or unique challenge of the business. Then, using the skills outlined in the Fairview Advantage, work to solve that problem and elevate the business through innovation and collaboration with employees and leaders in the field. Students then create a summary review of their experience and present what they’ve learned to their faculty mentor. Students also incorporate a college visit experience into their portfolio.
There are many opportunities for students to engage in Science, Technology, Engineering, Arts, and Math (STEAM) and encouraging design thinking and a “maker” culture within the district. At Gilles-Sweet Elementary, students have a STEAM room where they are able to tinker, problem-solve, and collaborate with fellow students. At the middle and high schools, the Innovation Center provides a space for students to create, innovate, and more.
Grounded in conviction that all students can learn. Insists on excellence and high achievement. Creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning.
Academic support is available for all students before and after school, during winter and spring breaks, and over the summer. Those interested in tutoring can contact the main office to sign up.
Teachers meet daily to discuss curriculum alignment, embedded professional development, align their assessment strategies, plan collaborative projects together, and have discussions on hands-on learning opportunities.
Research-proven teaching strategies that focus on Ohio Learning Standards and emphasize clear learning targets, performance assessment, feedback, and student ownership of learning.
The Branching Minds program empowers intervention teams and classroom teachers to figure out exactly what the root of a student’s problem is, as well as precisely which support will meet that student’s needs. Our tool is steeped in the latest academic research on assessing learning differences, as well as the experiential knowledge of teacher experts. We are also advised by top academics and professionals in the fields of special and general education.
We partner with this national coalition that helps schools implement personalized, research-based digital learning strategies so all students can achieve their full potential.
The Rigor/Relevance Framework® is a tool developed by staff of the International Center for Leadership in Education to examine curriculum, instruction, and assessment. “D” focuses on Developing students’ competence to think in complex ways, emphasizing evaluating, analyzing, and creating.
Design thinking begins with the premise of tapping into student curiosity and allowing them to create, test and re-create until they eventually ship what they made to a real audience (sometimes global but often local). Design thinking isn’t a subject or a topic or a class. It’s more of way of solving problems that encourages risk-taking and creativity. Design thinking is a flexible framework for getting the most out of the creative process. It is used in the arts, in engineering, in the corporate world, and in social and civic spaces.
English
Arabic
Chinese (Simplified)
Dutch
French
German
Italian
Portuguese
Russian
Spanish
