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What does "in person instruction" mean for us? Would that be available for only students in our local area?

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For me, it comes down to the meaning of in person instruction and how much time we are thinking to dedicate to this piece. If we carve out too significant of an amount of time on this at Zeeland, that could take away from time forging partnerships for our students living in other parts of Michigan. Now that are starting to attract students from different markets, this is something we need to keep in mind and we need the time to be able to help those students be connected to places in their own communities and/or virtual opportunities. I'm sure in person instruction is more broad that what I am thinking and maybe a better term would be "Zeeland Campus opportunities" or just something that clarifies this term a tad. In the end, and this is my prior experiences in fully virtual schools coming out here, I am concerned we will stretch ourselves too thin and focus exclusively on students in the Zeeland/Holland area and I don't want us to lose sight of students across the state, especially if our eventual goal is to expand iCademy to other areas of the country and the world.

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I appreciate the vision statement, but wonder if we can refine it more -  to speak about the partnerships within and outside the iCademy walls that can foster whole child interaction that can be high quality, engaging and 21st Century Skills focused. Or something that brings in a broader spectrum of the impact on students, staff and the community as a whole.

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-Is there space for students to participate in community outside of iCademy while still meeting grad requirements? What would it look like for mentors/staff to intentionally ensure students were connected in their own communities (outside of school-run opportunities)?

-How would we measure positive long-term impact?

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Funding: Develop a plan of sustainability for community partnerships - through a funding stream that can make it equitable and obtainable for all iCademy students.

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It would be great to flesh out what this looks like at different levels and within levels. What variety are we able to employ? What level of involvement are teachers able to have (what needs to come off of an already full plate)?

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This may be in the weeds a bit, but I would love to engage parents to a higher level in social/communal aspects of their child's development as well as academic.

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Not necessarily a roadblock, but maybe a speedbump... how do we lower the barriers to cost/locality? I would like to look at the year as a whole and be able to say 'no matter s/e status and location, all students had equal opportunity to get involved in community at iCademy.

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What should we be willing to commit monetarily (as a percentage of per-pupil funding perhaps) to building community?

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-Multi-generational networking...would love to know ideas for making this happen.
-It would probably be helpful to differentiate between place based partnerships and in-person instruction (using our own teachers vs. using other experts at specific locations).

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I know family to family is mentioned in the direction. I wonder how we utilize parents to help us reach our vision (i.e. parents leading trips, clubs, etc.)

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All of the items listed are exciting and could help us reach our vision! I do believe it is important to consider the need of our student population as well as the need in the community for each item (conduct research), along with our enrollment and bandwidth as staff to make these things happen. I would love to see intentional, strategic scaffolding with directional items so we do not sacrifice the quality of existing programs.

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A School community is typically made up of students, staff and families intersecting in all ways. Collaboration between families and staff, as well as staff and students. “Staff to Family” “Staff to Student.” Possible collaboration or networking locally and globally to expand our resources and opportunities.

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The word “continue” stick out to me. Continuing with what is already set in place could inhibit growth. How are these avenues implemented and reinforced? As, well as how are we measuring what we are continuing and if it is increasing community.

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Will there be more pressure and expectations of the teacher-leaders or will there be expectations of all staff members to carry out our vision?

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There are a lot of great elements listed. We will need to clarify which (some/all) will best allow us to grow our vision most effectively for our families as a whole, no matter their location.

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There are a lot of great elements listed. We will need to clarify which (some/all) will best allow us to grow our vision most effectively for our families as a whole, no matter their location.

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Will this put a lot of pressure on the teacher-leaders or will there be staff buy-in/expectations to carry out our vision?

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- In terms of "school organized communities", is part of our mission to grow parent-parent communities? Connecting new and returning learning coaches for a positive impact on the parent community.

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- School Organized Communities
- For students who don't stay with us through graduation, what does a "long term impact" mean for them?

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I like what others have brought up about parent involvement. At iCademy we place so much emphasis on the importance of the learning coach (parent) being apart of the three person team (teacher, learning coach, and student). It would be nice to other ways to include parents and get them involved on other levels!

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How do we get students that like to hide involved in something that interests them without feeling forced, especially at the high school level?

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What would this look like?

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Involving the community, beyond the teachers and parents for clubs could expand options and involve people who are passionate about certain hobbies/interests/crafts.

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What does "school organized" mean and look like if we are saying this is for all students regardless of location? 

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What does "school organized" mean and look like if we are saying this is for all students regardless of location? 

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I don't know if this is too much in the weeds, but when looking at this direction, who is pointed at this.  Is this something that all staff are going to be part of, are we going to dedicate one person's role to be facilitating this, and what sort of programming are we thinking?  Is there going to be an online component? How do we make this an equitable experience so that all students are able to participate in this?

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I don't know if this is too much in the weeds, but when looking at this direction, who is pointed at this.  Is this something that all staff are going to be part of, are we going to dedicate one person's role to be facilitating this, and what sort of programming are we thinking?  Is there going to be an online component? How do we make this an equitable experience so that all students are able to participate in this?