STRIVE
A program of
Forest Lake
Area Learning
Center
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STRIVE
Success
Through
Research and
Investigation in
Various
Environments
We are a school within a school that
serves 7th and 8th grade students
at Century and Southwest.
Program Expectations
• Meet district and state
learner outcomes in math,
social studies, and English
• Supportive and
encouraging environment
with strong student-teacher
interactions fostered to
improve learning and
instruction
• Interdisciplinary
• Differentiated Instruction
• Service Learning
component
• Emphasis on technology
integration
Sample Schedule
Century
Advisory
Per 1-3 STRIVE
Period 4 Music
Lunch
Period 5 Art
Period 6 PE
Period 7 Science
Southwest
Homeroom
Per 1 Band
Period 2 Health
Period 3 Art
Period 4 Science
Lunch
Period 5-7 STRIVE
A Day in STRIVE
Starter
-skills practice, student led discussion,
transition into classroom, used to enrich
units of study
Breakouts
-subject and grade level specific instruction
Thematic Time
-interdisciplinary units and project work time
With a 2 1/2 hour block of time, this
schedule changes based upon
teacher and student needs.
Units of Study
From the peaks of
Mount Everest to
the depths of the
oceans, students
will challenge the
boundaries of their
world while being
immersed in
experiential
learning.
Sample Course Outline-First Quarter
I.
Passport to Exploration
A.Skill building
1.Search Internet
2.Practice presenting information to class
3.Work in groups
B.Explore your world—independent project answering student developed questions
II.
Personal History
A.Research family tree
B.Present specialties of cultural background to class (food, music, recreation)
III.
Passport Stop: Ancient Greece and the Olympic Games
A.Games: Then and Now
B.Seven Wonders of the Ancient World
IV.
Warner Nature Center and Ecosystem Overview
A.Help in Prairie Restoration Project at Warner
B.Review Biomes and our roll in preserving them
V.
Passport Stop: Medieval Times
A.Family Crest research
B.King Arthur study
C.Renaissance Festival Field Trip
VI.
United States Immigration through the years
A. Indigenous Populations
B.Colonists
C.African Americans
D.Irish
E.Italians
F.Hmong and more recent immigrants
VII.
Politics
A.Understand the election process
B.Prepare campaign slogans and ads
C.Mock election
Past Service Learning
Opportunities
Warner Nature Center
Kindergarten Buddies
Prairie Restoration Project
Buckthorn Removal
Bird and Turtle Banding
Snowshoeing and Winter Survival
National Reading Day
Peer Tutors
Classroom Volunteers
STRIVE Buddies
Celebrations!
As we explore the world we will take the time
to celebrate our successes and share in the
sense of accomplishment that each child will
take from personal growth and discovery.
STRIVE Reflections
“STRIVE gives
more time to do
work and the
teachers work one
on one to help me
learn more.”
-Mitch
“I like STRIVE
because the
teachers
communicate
with you more
and the class is
smaller which is
better for me.”
-Zoie
“I like the projects in
STRIVE. It is cool to do more
hands on work.”
-Nate
“STRIVE is an important
place because we get good
support to achieve our
goals.”
-Cynthia
STRIVE Narratives
Although there is no typical profile of a student who seeks out an alternative education setting, there is
common thread of their need to feel a part of something, and to feel valued as an individual. Here are
a few examples of their stories.
SHELLY
Shelly arrived in STRIVE as a sixth grader, and spent the next three
years as an active participant in the program. She had been unsuccessful
academically in school in the past, and she had been told by many teachers
that she was mouthy and disrespectful. The reality was that Shelly wanted
to challenge, and be challenged by those around her. Different than her past
experiences in school, Shelly looked forward to coming to STRIVE because
she felt as though her individuality and her ideas were respected.
Connecting with her teachers through on a more informal, first name basis,
and being a part of the decision-making process, teamwork and projectbased assignments helped Shelly to feel less alienated by the academics,
and more able to fully engage. Although it wasn’t perfect since some days
she was tired of being around the same people all day, every day, she
learned that she didn’t have to alter herself to fit in, or expect that of others.
She recognized the value of dialogue and had increased patience for
getting to the heart of individuals. Her experience helped her to evolve as a
person.
More STRIVE Narratives
Although there is no typical profile of a student who seeks out an alternative education setting, there is
common thread of their need to feel a part of something, and to feel valued as an individual. Here are
a few examples of their stories.
NOAH
Noah’s perception of the ALC, and the STRIVE program was that it
was just a smaller version of all of the schools he had ever attended. When
he enter the STRIVE as a seventh grader, and through his eighth grade
year, he discovered he was wrong. The STRIVE program was totally
different. He was encouraged that the teachers not only knew his name, but
had a genuine interest in getting to know him. Activities that asked him for
his input on units of study, assignments, projects, helped him to feel a part
of the process. Better yet, no one seemed afraid of his weird ideas. The
energy that Noah brought to the classroom was contagious. Noah listened,
risked, led and was a strong critical thinker who liked to challenge the status
quo.
More STRIVE Narratives
Although there is no typical profile of a student who seeks out an alternative education setting, there is
common thread of their need to feel a part of something, and to feel valued as an individual. Here are
a few examples of their stories.
ZEKE
Zeke was a seventh grader when he first walked into the STRIVE
classroom, and was a strong participant throughout his eighth grade year.
He was a bundle of energy happy to be in a program that had an emphasis
on hands-on project based learning. Our service learning project at Warner
Nature Center was perfect for his love of nature, and all things outdoors.
The focus on respect for our natural world was something that was
important to him, but even better was that the teachers got dirty, and did the
needed work alongside the students. It was all of the teamwork, and team
learning that made it easier to connect the academic world to the real world,
and then helped him to like school again. Being able to design activities,
and develop his own traditions gave him a space to really learn and dig
deeper.
More STRIVE Narratives
Although there is no typical profile of a student who seeks out an alternative education setting, there is
common thread of their need to feel a part of something, and to feel valued as an individual. Here are
a few examples of their stories.
LIZA
Although Liza started her seventh grade year at a traditional junior
high, she transferred to STRIVE during the second quarter of that year, and
stayed through her eighth grade year. She talked more than listened, and
often was caught bullying others. When Liza spoke about her experience
she too recognized that it was finally the feeling of not being judged by her
classmates and teachers that helped her to come into her own. What was
modeled in STRIVE was staying true to yourself and your ideas, and not
being afraid to show it. Liza enjoyed examining different perspectives,
constantly asking more questions, and uncovering the layers in any number
of subjects. Most importantly she found the ability to trust, to consider, to
complement, and to compromise. According to Liza, there were the times
that people were too far into each others business, but that’s what you get
when you are a family.
Program Information
• Contact STRIVE staff with questions
Kyle Oberg 651/982-3117
KOberg@forestlake.k12.mn.us
Britt Schachtele 651/982-3108
bschachtele@forestlake.k12.mn.us
Allison Whittlef 651/982-3107
awhittlef@forestlake.k12.mn.us
Or visit our website at:
http://alc.forestlake.k12.mn.us
Program Enrollment
Information
• For program information contact the ALC:
• Scott Urness 651/982-3188 or at
surness@forestlake.k12.mn.us
• Steps in the enrollment process:
– Teacher/Counselor/Learning Team referral
– Contact ALC to set up intake meeting to begin process
– While this is not a special education program, we do serve
some sped students. Kelly Lessman reviews student files
to determine appropriate placement before enrollment can
begin.