{"id":4331,"date":"2017-02-21T00:00:00","date_gmt":"2017-02-21T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/laying-the-foundation-with-culture-and-climate\/"},"modified":"2020-02-05T13:01:09","modified_gmt":"2020-02-05T18:01:09","slug":"laying-the-foundation-with-culture-and-climate","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/laying-the-foundation-with-culture-and-climate\/","title":{"rendered":"Laying the Foundation with Culture and Climate"},"content":{"rendered":"

This article is the sixth in the Designing Performance-Based Learning at D51 series. A reminder: D51 uses the phrase performance-based learning or P-BL.
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Steve Schultz and Rebecca Midles from Getting Smart<\/figcaption><\/figure>\n

The first of District 51\u2019s five phases of implementation is Laying the Foundation. The foundation they are speaking of is the culture and climate in which personalized, performance-based learning can take root. They describe this as \u201ca culture where each student has ownership of his\/her academic, social and emotional learning resulting in readiness for success in life.\u201d <\/em>This description helps you understand their vision for a personalized, performance-based system \u2013 the policies, procedures, school design, schedules, learning experiences, supports, and instructional cycle \u2013 that is going to help students build the skills they need to become lifelong learners.<\/p>\n

D51 has focused most of their attention on creating a robust, empowered culture of learning with the growth mindset, social and emotional learning, and Habits of Mind at its very core. It\u2019s important to remember that the features of their system and their process are also shaping the creation of the culture and climate. (See\u00a0The Vision of Performance-Based Education at D51<\/a>.)<\/p>\n

There are three things that stood out for me about their efforts that are different than I\u2019ve seen in other districts:<\/p>\n