Chrysalis School

Set the Stage and Then Leave It

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Research: Contrary to popular belief and most school policies, parental involvement in their child’s school life by and large does not improve student achievement. In fact, a study on parental engagement found that higher levels of involvement (including help with homework) often negatively affect achievement. It found that the most important way parents can be involved is by communicating the value of learning to their child. The authors’ best advice to parents is to “set the stage and then leave it.”

Practice: By enrolling your child at Chrysalis you’ve effectively set the stage for your child. We work hard to match your child with the right teachers, ensure they are in a positive environment, and provide the right supports when they need them to ensure their success. It’s all about the journey from dependent to independent learner, which means a more hands-off approach for parents. Parents often ask how they can help support their student and our answer is quite simple: love them unconditionally and be their cheerleader. Teach them all life has to offer beyond academics: show them acceptance, teach them kindness, and model the value of learning.

No Standardized Testing

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Research: Standardized testing is used in many schools to measure student achievement and determine resource allocation on a large scale. At the individual level, however, numerous concerns abound regarding its validity, as noted by researcher Thomas Haladyna. By placing such importance upon these exams, the focus of teaching becomes teaching to the test rather than student learning. Furthermore, student progress is often glossed over or minimized by scores that are based on arbitrary and often developmentally inappropriate criteria.

Practice: At Chrysalis we don’t need to use state standardized testing to assess student learning. The value of small group and individualized instruction is that we can constantly gauge what our students know by assessing them in a variety of ways to determine the breadth and depth of their knowledge. While we will prepare students for the SAT and college by introducing test-taking strategies, we refuse to tie their success to a single number.

Individual Playlists

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Research: Teacher and blogger Matt Levinson writes about the potential the Internet holds for engaging student learning. He argues that educators should capture students’ natural fascination with technology to use it to our advantage, creating individual “playlists” of learning resources for every student. Beyond that, it’s just as important to teach students the responsibility that comes with so much information, learning which resources to trust and how to use them.

Practice: Our teachers are not restricted to the methods or materials they use to obtain their class goals. Chrysalis teachers are encouraged to be creative and resourceful in creating their classes and choosing course content. Furthermore, students are encouraged to be part of the process so that their coursework reflects their interests. You’ll see our students using a variety of resources to support their learning, from smart phones and ipads to online textbooks and videogames.

The Negative Effects of too Much Homework

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Research: Two new studies on homework pose concerns about schools’ misuse of the practice. The first study surveyed teachers across the nation and concluded that high school students are assigned an average of 3.5 hours of homework per night. The second uncovers the ramifications this practice, finding that these heavy loads take an emotional toll on both students and their families. The faulty assumption that heavy homework loads lead to success encourages tensions between parents and their children, increases stress, leads to sleep deprivation, and discourages other developmentally appropriate life lessons.

Practice: At Chrysalis we recognize that time spent outside of school is extremely valuable in the development of a child. It’s important that children nurture their relationships, explore their interests, and engage their passions outside of school. Out of respect for this time, the amount of homework we assign a student is directly related to their individual learning goals. Furthermore, we view homework as a measure of a student’s independence. While Chrysalis parents may need to help create a space or time for homework to be completed, they are dissuaded from active participation in the homework process.

Teachable Moments

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Research: Eric Jensen argues that self-regulation is the number one executive function skill that kids need to be successful in school. Also termed grit, resilience, or perseverance, Jensen cites numerous studies that relate this skill to academic performance and educational achievement. Students who can regulate their emotions and behavior are simply more likely to succeed in school and in life.

Practice: Self-regulation can be taught by slowing down to consider student attitudes and choices in given circumstances. At Chrysalis we engage students in direct, honest conversations about their behavior–where it might be appropriate, where it might not, and how to make that decision. We look for teachable moments where we see students struggling with self-regulation and use that opportunity to drive lessons around behavior and promote positive interactions. We allow students the opportunity to fail and get back up in a caring environment where everyone makes mistakes and learns from them.

Our Campuses

Chrysalis High School and Middle School
15900 Woodinville-Redmond Rd NE
Woodinville, WA p: (425) 481-2228

Chrysalis Elementary Campus
17005 140th Ave NE
Woodinville, WA p: (425) 481-2228

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