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Athlos schools have school-wide structures in place that support excellence. These structures represent key components of the model that occur across all three pillars. Full implementation will be evidenced by positive school culture, high expectations for both staff and students, clear communication with the community, and progressive implementation of pillar strategies.
Athlos takes school culture seriously because a culture of growth, positivity, and collaboration is foundational to the success of the three pillar model. With trust as the bedrock, a culture of growth mindset is built through the embodiment of the 12 Performance Character traits and modeled by all school community members.
Building a strong sense of community is at the heart of Athlos schools. This positive learning community depends on a strong, collaborative relationship between the school team, family members, and the students. All community members are fully engaged with the school by knowing and understanding the three-pillar model, modeling the 12 Performance Character traits, and having candid, meaningful conversations about Performance Character, healthy lifestyle choices, and academic goals.
Being healthy is more than learning how to move. Because the mind and body are so interdependent on one another, Athlos schools focus on healthy habits to benefit learning. This includes explicitly teaching and modeling positive food choices, healthy sleep habits, good hygiene, stress management strategies, and exercise. Health and wellness topics are visible in the school and integrated into both huddles and classroom content leading to a school culture that prioritizes the health and wellness of all its community members.
Athlos schools utilize several different systems to support diverse student populations. These systems include a school-wide positive behavior plan and plans to address the unique needs of English language learners (ELL) and students with special needs. A multi-tiered system of support (MTSS) team approach ensures students who are struggling academically or behaviorally get the support they need.
Teachers and athletic performance coaches (APCs) have effective lessons prepared, follow school norms and routines, and demonstrate a growth mindset. Professional educators promote a collegial staff culture of learning by supporting each other’s growth. They are reflective practitioners and fully engage in professional development opportunities, such as professional learning communities, staff meetings, and grade-level collaboration to improve their practice. All staff members recognize that as an integral part of a team, they are always a role model with others following their lead.
The focus of standards-based grading is student growth toward mastery of specific knowledge or skills. Student behaviors (attendance, work completion, etc.) are removed from standards-based grade calculations so students, families, and staff members can be confident that grades are an accurate reflection of what students know and are able to do.
Student-led conferences (SLCs) take the place of traditional parent-teacher conferences. Through the process of planning for and facilitating their own SLCs, students are empowered to honestly reflect on their learning, take ownership of their successes and challenges, and set specific goals for the future. Portfolios used during conferences contain artifacts from all three Athlos pillars, and are shared with families as evidence of growth.
A school can only be as strong as its leaders. Employing best-practices from thought leaders in education and business allows leadership teams to balance the intricacies of school leadership with grace, positivity, and a focus on learning.
Looking at both academic and behavior data, schools analyze trends and set goals and action plans. School leaders, staff members, students, and families integrate honest, constructive, growth-oriented feedback to foster a growth mindset as they work together to pursue excellence.