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​House Welcome Page

House of Atlas -
Kindergarten to 5th Grade
​Countries & Culture

• House Themes: Countries & Cultures
​• Overview: Students will choose a country and learn about the interactions in the world between and among cultures, geographical areas, as they learn about the world in which they live. All core content areas will be interwoven in a tapestry that make each content relevant and interesting and provide a strong foundation for future learning and growth.

House of the Griffin -
Middle School
​Arts & Technology

• House Themes: Arts & Technology
​• Overview: Students today need to be ready for a world that changes by the minute. By increasing their skill set in technology they can prepare to be adaptive as new things come along. The arts component recognizes the deep and creative well inside of everyone and will allow students to pull from both art and technology to make meaningful and personal things to develop a creative base for problem-solving and creative solution design systems for future growth.

House of the Dragon -
​High School
Genres & Themes

• House Themes: Genres & Personal Expression
​• Overview: Students will explore all the major genres of literature/books, movies/plays, and music. They will develop an understanding of the role of each genre in terms of society, history, social interaction, and interpersonal relations. Identifying individual preferences is a key component to individuality and students will be encouraged to try new things and make correlations between themselves and the world around them as well as the paradigms of others in their lives.

House of the Phoenix -
Adult Students 18-20
Adulting & Moving Forward

• House Themes: Adulting & Moving Forward
​• Overview: Adult students who need to finish their diploma but are already living full-time in the “real world” of work and/or family and children need a different set of supports. The House of the Phoenix is all about providing the skills needed today to finish school and be successful in all areas. 

Other things we learn... 

Self-Knowledge & Care

Soft Skills for Life & Employment

Money Matters

Home Skills

Social-Emotional Learning (SEL)

Pictures by... Click on the Name of the Image for photographer citation...  Phoenix, Dragon, Atlas, Griffin​

Social Emotional Curriculum Resources:
https://nobelcoaching.com/emotional-skills/
https://www.scholastic.com/teachers/articles/teaching-content/ages-stages-how-children-develop-self-concept/
Adler, P. A., & Adler, P. (1998). Peer power: Preadolescent culture and identity. New Brunswick, NJ: Rutgers University Press. 
Ascioglu Onal, A., & Yalcin, I. (2017). Forgiveness of others and self-forgiveness: The
            predictive role of cognitive distortions, empathy, and rumination. Eurasian Journal of Educational Research, 68, 97–120.
Aydogdu, B. N., Celik, H., & Eksi, H. (2017). The predictive role of interpersonal sensitivity and
            emotional self-efficacy on psychological resilience among young adults. Eurasian Journal of Educational Research, 69, 37–54. 
​Eberle, S. G. (2014). The elements of play: Toward a philosophy and a definition of play.
            American Journal of Play, 6(2), 214–233.
Eckleberry-Hunt, J., & Tucciarone, J. (2011). The challenges and opportunities of teaching “Generation Y.” Journal of Graduate Medical Education, 3(4), 458–461. doi:10.4300/jgme-03-04-15
Fiedler, K., & Bless, H. (2000) The formation of beliefs at the interface of affection and
            cognitive processes. In N. H. Frijda, A. S. R. Manstead, & S. Bem (Eds.), Emotions and belief: How feelings influence thoughts (pp. 140–170). Cambridge:, UK Cambridge University Press.
Machera, R. P., & Machera, P. C. (2017). Emotional intelligence (EI): A therapy for higher
            education students. Universal Journal of Educational Research, 5(3), 461–471. 
​Saarni, C. (1999). A skill-based model of emotional competence: A developmental perspective. Retrieved from https://eric.ed.gov/?id=ED430678
Salovey, P., & Mayer, J. D. (1989). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.