Opened in 2007 Located at 4 th and Vancouver (Mid-Town Plaza) 60 students; 3 advisors (teachers); 3 project managers (paraeducators) Small School Choice.

• Opened in 2007• Located at 4th and

Vancouver (Mid-Town Plaza)

• 60 students; 3 advisors (teachers); 3 project managers (paraeducators)

• Small School• Choice School• Teacher-led school• Healthy Learning

Community• Project Based

Project Based Learning

• Student meet learning targets through rigorous, interdisciplinary projects

• “What” of the learning stays the same

• The “How” and the “When” is flexible

The Phoenix Project Process

Personal Learning

Plan

Brainstorm Project Plan

Advisor and

parents review

Student revises plan

Project Plan Sign-

Off

Student follows project

plan

Student drafts

deliverables

Peers and advisors review

Student shares

learning

Student Completes

Finalization Documents.

Finalization Meeting

Project evaluatedCredit Earned

Advisor records credit

earned

How can I build a working mini-

sharpie skiff?

“I’m really impressed with the end result of this project. I have a working boat that I made. I know how to use epoxy and fiberglass, and I know Archimede’s Law, how to apply it, and why it’s important in designing a boat that won’t sink.”

-Drake Gatlin

Credit Areas: Communications, Empirical Reasoning, Elective (Construction)

When did shoe manufacturers become more

concerned with style than function?

“I have learned to research and read the information and to be able to form my own concepts and write them in my own words. I also learned some of the history of shoes, which has piqued my interest in learning

more about it. I can see how this could become an even bigger project.”-- Star Smith-Perry

Credit Areas: Social Reasoning, Communications

What is the potential for affordable wind power to help develop remote villages?

“Wind energy is, in reality, an indirect form of solar energy: the sun heats the earth differently and warms up parts of the air. The hot air rises and the cool air sinks. The result of this process is wind. The wind is converted into mechanical forces by the blades of the turbine and generates electricity that we can use to

perform work. In this project, I also learned how to use drafting software to

plan my construction and how to use various tools safely to build my turbine.”

--Aung Ye ThuCredit Areas: Empirical Reasoning, Social Reasoning, Elective (Construction), Communications

How do high heels affect you

as you get older?

“I learned that high heels can cause thrombosis, nerve damage, disfiguration, many different kinds of growths

on your feet, and knee osteoarthritis. I also learned that when I speak to an audience, I need to stand up

straight, be charismatic, and have a strong voice.”--Brinda Galvan

Credit Areas: Health, Communications, Digital Communications

How do the nutrients in the

foods we eat affect our minds? Do they affect our dreams?

“I learned that our bodies dream during light sleep, known as Rapid Eye Movement (REM) sleep, which temporarily paralyzes the body and causes us to experience visual and other sensory effects. It’s our brain’s way of exercising while we sleep. I also learned that different foods have different nutrients which affect our bodies in different ways. Vitamin B-1 (thiamine) and Vitamin B-6 are both important vitamins in regard to brain function.”

--Ari Miner

Credit Areas: Empirical Reasoning, Communications, Health

What does it take to get into the

Northwest College of Art and

can I do it?“I learned a lot from myself in this project. By experimenting with my water-color pencils, I learned how to shade effectively. I learned some shading techniques with my observational drawings. I had put observational drawings on a pedestal to where I figured they were out of my reach, but once I started doing them, they got easier. I’ve learned what inspires me. I learned that if you actually do your work, it goes pretty fast; but with art you shouldn’t do it too fast because it won’t look good. I learned that the FAFSA is necessary for applying to any college.”

--Stevi Carson

Credit: Elective (Art & Life After High School), Communication

Is guitar teaching

in my future?

“This project has made me a better writer and a better person. I learned a lot about how to start my own business,

how to use my people skills, how to have patience with a student, and how to work through problems.”

--Jerret HyndshawCredit: Elective (Music & Life After High School), Communication

How can I make the most

productive ghillie suit for me and my purposes?

“The history of the ghillie suit was very interesting. The ghillie suit was first used by Scottish farmers tending their flocks in the early 19th century, not by the military. I gained an actual working knowledge of how a ghillie suit is made. If I wanted to, I could make them and sell them for a profit.”

--Ben GrossCredit: Social Reasoning, Communication, Elective

Schedule• 8:00- Quantitative Reasoning• 9:00- Nutrition Break/Advisory• 9:35- Goal Setting/Project Work Time• 11:15- Lunch• 11:50- Independent Reading• 12:20- Project Work Time• 1:55- Reflection/Advisory

Phoenix Partnerships• Tri-City Americans• Sexual Assault

Response Center (SARC)

• Mid-Columbia Engineering (MCE)

• Safe-Harbor Crisis Nursery

• Hanford Safety Expo• Safe Kids

Community Explorations• Technical school, 2-year, 4-year college, Americorps, job

corps, healthy living, bullying, occupation, presentations• LIGO• Ropes Course• CWU Chimposium• Perry Tech• WSU Imagine, INME• Ice Harbor Dam• CREHST Museum• Handford Safety Expo• CBC RoadMap to Success• IT Day

Potential Phoenix Students are interested in

• Exploring interests through extended learning projects.

• Creative ventures• Apply learning to real world concerns.• Being a part of a supportive and innovative

environment.• Learning to manage their time and work independently.• Learning to use their minds well.• Taking responsibility for their own learning.

They might be disengaged/disconnected from the traditional school curriculum.

Phoenix targets students who:

• Would like to meet state standards through exploring personal interests in extended learning projects.

• Are creative.• Want to connect learning to life outside of the classroom and apply

learning to real world concerns.• Want to find their passion for learning within a supportive and

innovative environment.• Want to learn to manage their time and work independently.• Want to learn to use their minds well.• Would like to develop the skills and desire to solve problems and

thoroughly understand ideas and concepts.• Want to take responsibility for their own learning.• Want to leave high school with a comprehensive plan for success.• Might be disengaged/disconnected from the traditional school

curriculum.

How Students Choose Phoenix

1. Hear about Phoenix and get interested2. Fill out an application3. Have a student/family interview

4. Transfer from their home school/school of attendance

Call to Action

• Refer students to Phoenix

• Partner with Phoenix–Offer project mentorship–Offer Internship

opportunities