Student Profile, Guidance Services, Parent/Guardian Involvement,

Teacher/Parent/Guardian Conferences, Admissions Statement,

 

 

A common  question we often hear is, “What is a typical Walden

student like?”  The answer, as might be expected, is that there is no such thing as a typical Walden student.  One of the guiding principles behind the Walden Project is the value in diversity in creating a full sense of both one’s self and one’s community.  As a result, the application process for Walden seeks to bring together diverse elements within the school community.  Some Walden students may have experienced trouble within a mainstream academic setting and look to Walden to serve their needs in a more individualized manner.  Other students who have excelled in school will use their Walden experience as an opportunity to work on  project that they might not otherwise pursue.  Additionally, others choose Walden to be immersed in a humanities based intensive experience.  Whatever the student’s goals and motivation in coming to Walden, all members of the Walden community are seen as being equally important and find that they develop a broader humanistic sense through their experience.  One of the joys of working in the Walden Project is watching the manner in which students from diverse sub-groups find value in working with people that they would not have met otherwise due to the traditional barriers that are a by-product of a mainstream academic setting.

 

While Walden is open to all students at Vergennes Union High School, it is recommended that they do not apply to be part of Walden before their sophomore year. Students may choose to be involved in Walden for up to three years. The program is also available to students from other high schools based on their unique circumstances.  

 

For students who are interested in going to college, Walden provides the opportunity to get college credit while still in high school.  Moreover, the intensive humanities based experience gained in Walden is looked upon favorably by most colleges and universities.  It is recommended that students who are anticipating a career in math and sciences secure their basic requirements in a mainstream setting and choose the multiple year Walden option only after making sure that their lab requirements can be met.  For the student who is anticipating a career in the liberal arts, this need not be a concern.

 

For students who are uncertain about college or know that they are interested in securing employment immediately after graduation, Walden will provide important life skills and experience.  Additionally, the emphasis on thoughtful discourse will help these students develop a strong understanding of major social currents and will give them the tools to negotiate their culture while learning how to be constructive leaders within their community.  Repeating Walden for several years for these students is welcomed if the instructors, students, parents, and guidance feel that the individual’s needs will be advanced accordingly.

 

 

Walden will work closely with the Guidance department to ascertain what credits are needed for an individual to graduate and/or make them eligible for college.  Parents/guardians/students will receive a form during the first teacher/parent/guardian conference indicating credit status.

 

 

Parents/Guardians are encouraged to be involved in the Walden Project as much as their children and schedule allow.  The perspectives and contributions by the adult members of the community are seen as essential to helping the students see the relationship between the discourse within Walden and the world around them.  

 

Regular communication with the parents/guardians will be maintained through newsletters, conferences, letters, phone calls, and student reports.  Parents/guardians are encouraged to contact the Walden staff with any questions, concerns, or comments, as close communication leads to an empowered educational experience for all involved.  A packet will be sent home before the start of the school year to supply parents/guardians with all relevant information including, calendars, proposed trips, and phone numbers of involved families.

 

 

The highly individualized nature of Walden necessitates close communication between the parents/guardians, students, and staff at Walden.  To that end, there will be three formal conferences scheduled during the year where all can meet to discuss the goals, expectations, concerns, growth, and progress of the student.  These conferences will take place before the school year, during the end of the first semester, and at the end of the academic year.  During this time, students will create an informal contract which will set an educational agenda that they will strive to meet.  In addition to these formal meetings, additional conferences may be scheduled by the Walden staff, the student, or the parents/guardians to discuss any questions or concerns related to the students involvement in Walden.

 

 

The Walden Project is committed to having its student body reflect the demographics of the community.  To that end, students with diverse abilities and strengths are asked to apply.  The primary criteria for acceptance into the Walden Project are a sincere interest in the opportunities contained within this model of education and a sense of how this model will serve the goals of the student.  While interviews are not an expected part of the admissions process, they are encouraged as a means to get the staff and the student acquainted with one another and assess how Walden might serve the individual’s goal.  

 

A committee that includes mainstream teachers, guidance personnel, Walden staff, special educators, and the Principal makes decisions regarding acceptance into Walden.  This group will look at a variety of factors including academic achievement, past performance, quality of application, motivation, and ability to work in a self-directed environment.  Traditionally, there are more students interested in Walden then there are spaces available in the program.  Students who are not accepted into Walden are encouraged to apply in subsequent years.

 

Once accepted into Walden, students may stay involved for multiple years.  The student decision to repeat, however, must be approved by the Walden staff, guidance, and parents/guardians.  However, it may be deemed that the student’s professional and academic aspirations would be best served in the mainstream.

 

 

Because of the way that Walden intersects with the VUHS schedule, students may transfer out of Walden without a loss of credit within the first two weeks of the start of each semester, as long as they have parental approval.  Availability of courses in the high school will naturally be limited once the semester begins.  However, guidance will work to assist the student in generating a schedule that is both appropriate and challenging.

 

After the start of the semester, students may transfer out of Walden, if there are compelling behavioral or academic concerns that cannot be dealt with within the confines of Walden.  Because of the logistical difficulties connected with this transfer, students are urged to transfer only after having met with the Walden instructors, parents/guardians, and relevant parties.  Partial credit may be awarded based upon work completed.  The Walden instructors, however, are responsible for this judgment.

 

 

          Youth Programs:

        The Walden Project