Our students learn in a multi-grade classroom. This allows them to work with classmates of similar abilities, regardless of their age or grade in school.

Rather than working at a “frustration level”—too fast or too slow—students are able to work at an appropriate instructional level that is not dependent on age or grade.

Research indicates that students learn more efficiently in classrooms where children of different ages are learning together. In multi-grade classrooms, students learn from each other. They overhear what others are being taught, which allows them to be introduced to higher concepts before they are expected to master them.

Older students become role models for younger students. A strong sense of community is built in the classroom, and life-long relationships are nurtured. Students develop a sense of belonging, caring for each other, respect, and true friendships across grade levels.

Island Park Charter School use to be a one room classroom. Since we have expanded to higher grades, we have adjusted to meet the needs of every student. We have broke into two different classes, so every child gets noticed and is offered help at their level. We know students learn best in smaller groups. While the students do the majority of their work with their class, students are often still being mixed with the other classes. Students are placed in the class that is most appropriate to their needs, it is not based off of grade level or age.

Foundations

Students in foundations work through our CKLA curriculum. Some examples of things this group works on are letter sounds, digraphs, vowel teams, basic writing, and handwriting.

Math is very hands on in this group. Manipulatives, like base ten blocks, are used to help students understand math concepts. By not teaching steps to follow, students think of math in new ways and understand relationships of numbers. Eventually, these students work into more abstract concepts of adding, subtracting, multiplying, and even dividing.

Guided Research

During reading time, the guided research group learns a high level of grammar, morphology, and cursive.

This group is unique because there is not a set curriculum. Instead, students are given topics based off state standards and expected to research and write reports. Students are expected to write at a high level, using different sentence structures and high vocabulary words. Students participate in discussions, and help each other edit each others papers.

In math, students are expected to know several methods to solve problems. This level of math is more abstract (not using manipulatives to solve problems).

Students in this group are expected to work independently.

When a student is learning the foundational subjects of reading, writing, and mathematics, there is a progression of skills that leads to greater understanding and ability. If there are “holes” or gaps in these skills, it is difficult to build on them. For example, a student who does not know the sounds associated with letters will not be able to read or write fluently. Likewise, a student who cannot count will not be able to add or subtract.

In many academic settings, students move to the next lesson, chapter, or grade level whether or not they are ready. A student can fail a test, receive the grade, and move on. Students who pass a test with 75%, or even 85%, can be missing important information or skills. If the teacher does not address these gaps in understanding, it will be difficult for the student to gain what is needed at the next level. But the gaps are often ignored or passed over because it is time to move on to the next thing.

Imagine building a house on a foundation that’s only 75% complete. 75% is a passing grade, but we would expect higher standards for the foundation of a house. By the time the builders built the second floor and a roof, the foundational problems would be apparent.

When students are “pushed through” a curriculum, there can be gaps in their knowledge and skills. In order to progress at higher levels, it is important for the gaps to be filled. Teachers must check for mastery, not just “passing” grades. The concept may need to be explained in a different way. The student may need more time and practice to master the material. Whatever it takes, the teacher and student work together to ensure that there are no gaps in skills or understanding. This enables the student to build on a solid foundation, leading to greater success at higher levels.

Each child learns in different ways and at their own pace.

Some children learn to walk before they are a year old. Others don’t walk until after their first birthday. We don’t label them for these differences when they are toddlers. We praise their efforts and know that eventually they will be able to walk. We give them the time and practice they need to master the skill. When a child learns to walk early, we don’t force him or her to keep crawling because other children the same age aren’t ready to walk yet. That would be absurd! We encourage young children to keep developing their skills at their own pace. The same approach should be taken in formal education, especially in the early years. Some children will learn to read and write early. Others will take more time to gain these skills.

We should not prevent the early learners from developing new skills just because some children their age are not ready to move on, and yet this happens all the time. When kindergartners are able to read books, for example, they are often discouraged from doing so! Their classmates are not ready, and the teachers often don’t know what to do to with advanced learners. Sometimes—in some schools—they are sent to participate in reading groups with first or second graders. This puts them with others who read at their level, but it separates them from their classmates and teacher. This is better than insisting that they “mark time” while their classmates catch up, but it is not ideal. Because IPCS is a small school, we are able to focus more on the individual needs of each student, enabling them to learn and grow at a pace that is right for them.

Some children need extra time and practice before moving to higher skills. These children are often given labels such as “slow learners” or even “lazy”. They might be punished for not getting their work done or reprimanded for not staying on task. Worse yet, they learn to label themselves as “dumb” and they lose interest in learning because it is hard for them. Every child deserves to be encouraged. Every success should be celebrated. Can you imagine calling a toddler “dumb” or “lazy” because he or she hasn’t learned to walk yet? Can you imagine putting a child in the “slow group” or taking away privileges if they don’t meet “benchmarks” at the same time as their peers? This is what happens, all too often, in schools.

Children are unique individuals, each with a variety of gifts and talents. Part of the job of teachers is to help students discover their gifts and grow in them. When students are treated as individuals, they are able to grow and succeed.

Several years ago, one of my students drew a picture of a mountain. Usually, when kids draw mountains, they draw pointy triangles with a patch of white snow on top. They are generic pictures of unrecognizable places. But this picture was special. I knew right away what mountain he was drawing. There was a winding road with switchbacks going from the bottom to the top of the mountain, where a large ball was perched. “That’s Sawtelle Peak,” I said. And he told me about his weekend trip to Island Park and a four-wheeler ride to the top of Sawtelle.

Anyone who has been to the top of “our” mountain knows the thrill of standing on what feels like the “top of the world.” High above Island Park, you can see for miles. It’s fun to look back on the road you traveled, whether on a four-wheeler or in another vehicle.

Can you imagine climbing to the top of Sawtelle Peak? I don’t mean walking up the road, although that would certainly take a great deal of effort too; I mean climbing from the bottom straight up to the top. Do you think you could do it? Perhaps some people could, but I’m sure that I am not one of them! It would be impossible, of course, to get to the top of the mountain in a car or truck without the switchbacks. The slope of the road would be too great. Even with the switchbacks, there are places that seem very steep at times, but the long winding road makes it possible to gradually reach the high elevation. A short, straight road to the top would be impossible to travel.

I often think of education as a gradual inclined plane. Learning new skills in a short period of time requires a great deal of effort, much like climbing up a steep slope. When skills and concepts are learned gradually over time, it takes less effort, like hiking up an inclined plane with switchbacks.

Teachers need to take advantage of the time we have in a school year. Students can gain skills and learn concepts over time. We need to see the whole path: where students are going and where they have been. Rather than simply teaching skills in units, we can introduce and play with ideas that we know are ahead on the pathway.

In a recent math lesson with our pre-k and kindergarten students at Island Park Charter School, I asked the students to make four groups with three blocks in each group. The skill of counting objects was being practiced and assessed, but the concept of multiplication (not a kindergarten standard) was also being introduced. The students demonstrated counting how many groups there were and how many blocks were in each group. When I asked how many blocks there were altogether, they counted to find the answer. Some counted by ones, some by twos, and one student touched three blocks at a time and said, “three, six, nine, twelve!”

Most kindergartners don’t know how to count by threes, but we occasionally sing a song called “Super Math” (to the tune of “Super Man”) while pretending to fly. The lyrics are multiples of three. So it didn’t surprise me when a kindergartner counted by threes. To her, it was easy. She had done it many times before, in a playful way that didn’t require mastery. She won’t really need to fluently count by threes for at least a few years, but when we get there it won’t be hard for her.

By singing songs and playing with blocks, a kindergartner can gain a deep understanding of multiplication while she is learning grade-level content. It’s important for teachers to see the “whole path” rather than simply teaching units as building blocks. We are guides on a path that we know well, and we can prepare students for what is ahead while they are working on the steps beneath their feet.

Special Education services are provided at Island Park Charter School for students who meet eligibility requirements of the Individuals with Disabilities Education Act (IDEA) under one of the thirteen disability categories allowed in the State of Idaho. The school seeks to meet its obligations under the law to provide Free Appropriate Public Education (FAPE) to all eligible students and to do this within the Least Restrictive Environment (LRE).

Every student, regardless of disability, has the opportunity to grow and learn in a secure environment where individual needs are assessed and nurtured. Our goal is to provide opportunities for all students to develop skills that foster independence and to help each student reach his or her potential as productive individuals in society.

Special Education Goals:

·         To help all students succeed

·         To support students, families, and school staff

·         To represent the misrepresented

·         To provide direct instruction in fundamental skills

·         To provide in-class support where appropriate

·         To accelerate learning

·         To ensure the least restrictive environment

·         To function as a team with parents and educators, making socially just decisions