Ventura Charter School

About EL Education

What is EL Education?

EL Education, formerly known as Expeditionary Learning, is an innovative, award-winning teaching approach born 25 years ago out of a collaboration between Harvard’s School of Education and Outward Bound. Designed with an emphasis on teamwork and shared values of respect, responsibility, courage and kindness, the goal of EL is to invigorate learning through a variety of innovative teaching practices including Learning Expeditions, which are long-term, in-depth, research studies that culminate in a high-quality product, presentation or performance. EL teaches students to be leaders of their own learning with an emphasis on the three dimensions of student achievement: High Quality Work, Culture and Character, and Mastery of Knowledge. Through compelling topics connected to the Common Core standards, students learn skills and content through real-world projects.

Cultivating student success
- EL Education schools are outperforming state and district averages on standardized tests and closing critical achievement gaps. In many US cities, EL schools are the highest-performing public schools, and in EL high schools, 100 percent college acceptance is the standard.

Students in EL schools
- Graduate with the academic knowledge, critical thinking skills, and problem-solving capacity needed to succeed in college and beyond
- Hold themselves and their peers to high expectations for quality work, commitment to learning, and character
- Take leadership roles in their schools and communities
- Engage their families and communities in their learning by leading family conferences and making formal presentations to expert panels
- Complete projects that challenge them to do the work of professionals — scientists, historians, mathematicians, writers, and artists
- Work with experts and conduct field research to produce high-quality academic products that meet professional standards
- Contribute to their communities through meaningful service embedded in the curriculum
- Benefit from learning in an environment that is physically and emotionally safe, marked by kindness, respect, and responsibility
- Find joy in learning

A group of children and an adult work together to build a wooden structure using a power drill.

For more information visit: EL Education

EL at Ventura Charter School

In May, 2019, VCS submitted a Request for Partners to EL Education, (formally Expeditionary Learning) to enter into a Partner Development process to determine if VCS should become an EL Network school. In February, 2020, 100% of VCS teachers voted to become an EL Network school and EL voted to accept VCS as its newest of 152 network schools across the United States

VCS became an EL Education Network school in large part due to their work with low-socio economic student populations and their commitment to diversity, equity, inclusion, excellence, and anti-racism. EL Education’s research-validated measurement tools will guide us through a process of continuous improvement toward a more equitable, inclusive learning environment. Our model challenges students to think critically and take active roles in their classrooms and communities which results in higher student achievement.

VCS has a strong culture of adult learning and a commitment to being a professional learning community. The EL Education model supports leaders to demonstrate a growth mindset and a commitment to continuous professional learning in themselves and all faculty members. School leaders build capacity in teachers in order to improve student achievement, and to sustain teacher commitment motivation, retention, and performance.

Three children work together on a colorful project in a classroom setting.

EL Projects
At Ventura Charter School, academic subjects are presented in an interdisciplinary manner to promote continuity and to allow students to see how ideas are connected. California State Standards are taught using a hands-on project approach which engages students in meaningful ways and provides a deeper understanding of the subjects they study. Project-Based learning provides opportunities for students to explore real-world issues and questions and to make decisions about how they will find answers and solve problems. Students' activities are constructive and purposeful and allow them to develop independence and responsibility. Children who are excited about what they are learning dig more deeply, expand their interests, and retain what they have learned. They make connections and apply their learning to other problems. This approach allows them to collaborate, build social skills, solve problems, and think critically.

Four students work on laptops at a table in a classroom, with a bookshelf and green carpet in the background.

Examples of interdisciplinary projects at Ventura Charter School have included:

Kindergarten Habitat Project: Kindergartners began with a study of the Backyard Habitat. From there they moved on to study four different Habitat environments: Ocean, Desert, Rain Forest and Arctic. Students were put into crews and did research on the following areas of their habitat: soil, water, climate, geography, flora and fauna. Students completed a habitat book and took several field trips related to the project. (Santa Barbara Natural History Museum, Ty Warner Sea Center, and the Ojai Meadow Preserve). Students worked to create a trail guide for the Ojai Meadow Preserve for children--written and illustrated by the Kindergarten students of VCS.

For the next phase of the project, students chose an animal from their assigned habitat. They then began researching the animal and worked on completing a book that focused on: a description of the animal, what it eats, who it's predators are, and fun facts about their animal. Students then created a diorama of their animal in its natural habitat. The diorama included their animal, a food source, a water source and shelter. Students had an exhibit of their Habitat projects and invited parents and other classes to come and tour their exhibit. In 2015, Kindergarten students also worked to make the VCS butterfly garden a certified habitat from the National Wildlife Federation. One class created a bird bath for the butterfly garden and the other class created insect hotels.

Third and Fourth Grade S/Hero Project: Exploring the history and social science standard of American heroes, each student chose one to learn about in detail. They researched their hero, designed a costume s/he would have worn with props, and prepared a 60 second speech about his/her life. The culmination of the project was a "Museum Alive" evening. In the school courtyard at night, lit only by luminarias, the students posed frozen in character and costume. When a visitor came by and touched them, they became alive for 60 seconds to deliver their prepared speeches.
Fifth and Sixth Grade Who Discovered America?: In learning about the early explorations of the Americas, each student chose an explorer to study. Taking the role of different explorers (there were many), the students hosted a lively mock debate where the audience took notes and at the end, participated in a discussion of what "discovered" means. The audience voted on the explorer with the most convincing argument claiming the honor of being the one who truly discovered America.
Middle School We the People Expedition: In this expedition students explored the guiding question: How have Americans utilized the promises, opportunities, and ideals of our founding documents to ensure justice and liberty for all? In the first case study, students studied and analyzed the founding documents. They participated in experiential learning activities to uncover the key principles on which the country was founded. In a second case study, students deepened their understanding of the role of The People in our government. They researched a group of Americans that used these documents and principles to fight for the rights others were granted. In the final case study, students designed and curated museums dedicated to the groups they studied. Finally, students presented their work to an authentic audience. Past museums have showcased learning about the LGBTQIA+, Indigenous and Chicano, and Women’s Rights Movements.

“We only think when we are confronted with a problem.”
~ John Dewey