Our Model

A research-based approach that integrates social-emotional learning into daily instruction.

Responsive Classroom practices create safe, joyful, and engaging learning environments where students develop the academic and social-emotional competencies they need to succeed in and out of school.

Daily practices include:

Morning Meeting: Each day begins with students and teachers gathering in a circle to greet each other, share news, participate in a group activity, and review the day ahead. This routine builds community and sets a positive tone for learning.

Interactive Modeling: Teachers explicitly teach classroom routines, procedures, and expectations through modeling and guided practice, helping students develop independence and self-management skills.

Positive Teacher Language: Teachers use language intentionally to foster student autonomy, build community, and create a growth-oriented classroom culture.

Logical Consequences: When students make mistakes or break rules, consequences are designed to help them learn and fix their mistakes while maintaining dignity—never to punish or shame.

These practices help students develop cooperation, assertiveness, responsibility, empathy, and self-control—skills that support both academic achievement and lifelong success.

The entire school gathers regularly to celebrate, connect, and build shared identity.

Several times throughout the year, students, staff, families, and community partners come together for all-school Community Meetings. These gatherings reflect our belief that learning happens in community and that every person—regardless of age—has something valuable to contribute.

During Community Meetings, students might share projects they’re working on, perform music or present research, or lead activities that demonstrate their learning. Families are invited to attend and participate, strengthening the connections between school and home.

These meetings reinforce our school values, celebrate student growth and achievement, and remind everyone that they’re part of something larger than their individual classroom.

Community volunteers work one-on-one with students to build skills and relationships.

Learning Partners are volunteers, many of them retired professionals and senior citizens, who visit classrooms weekly to read with students, practice math skills, and provide individualized support. These partnerships are central to our model, enriching learning while building meaningful connections across generations.

Students benefit from additional one-on-one attention and encouragement. Volunteers bring diverse life experiences, perspectives, and wisdom into our classrooms. And everyone involved experiences the joy of learning together.

For 25 years, students from the Intergenerational Schools have visited partner organizations like senior centers, nursing homes, and assisted living facilities to read together, share stories, work on art projects, and build relationships with older adults. Each classroom adopts a partner organization for the year.

These visits teach students to value people of all ages and abilities, develop empathy and communication skills, and understand their role in the broader community. For older adults, these interactions bring joy, purpose, and connection.

Intergenerational programming is woven throughout the school year and across all grade levels, reinforcing our belief that learning and growth happen at every stage of life.

We measure growth, mastery, and individual progress—not just test scores.

Our report cards reflect a developmental, mastery-based approach to learning. Instead of traditional letter grades, students receive detailed feedback on their progress toward grade-level benchmarks in reading, writing, math, and other subjects.

Our approach includes:

Stage-Based Learning: Students are grouped by developmental stage (Emerging, Beginning, Developing, Refining, Applying) rather than grade level alone. They advance to the next stage when they’ve demonstrated mastery of key skills and concepts.

Multiple Measures: We use classroom observations, student work samples, teacher-developed assessments, and state diagnostic tests to understand each student’s growth and needs.

Student Self-Assessment: Students participate in setting goals, reflecting on their progress, and leading conferences with their families about their learning.

This approach helps students develop a growth mindset, take ownership of their learning, and understand that progress looks different for everyone.

Every student receives the support they need to succeed.

We’re committed to meeting the needs of all learners, including students with disabilities, English language learners, and students who need additional academic or social-emotional support.

Available supports include:

• Special education services and accommodations for students with IEPs or 504 plans
• Intervention specialists who work with students individually and in small groups
• School counselors and wellness coordinators
• Speech, occupational, and physical therapy (as needed)
• English language learning support
• Tiered intervention for reading and math

Our developmental model and small class sizes allow teachers to differentiate instruction and provide individualized support as part of everyday classroom practice, often eliminating the need for students to leave the classroom for additional services.