One example of a responsive NPA is the Children’s Institute for Learning Differences (CHILD). CHILD is not just an educational institution; it’s a transformative solution designed to serve learners on the fringes, offering them a chance to thrive and reach their full potential. In the late 1990’s, CHILD’s founder discovered that the primary beliefs that fuel their work most closely matched those of the Collaborative and Proactive Solutions Model developed by Dr. Ross Greene, which is driven by the belief that “kids do well if they can.” This empathy-driven, non-punitive, psycho-educational approach helps solve the problems that are causing concerning behaviors.

Walking through their campus, one sees children laughing with adults, creating cardboard villages, swinging on an indoor swing, or walking outdoors together. Engaged, happy children are the centerpiece of the school.

CHILD’s winning combination includes an empathetic philosophy, committed teamwork, and collaboration with parents and districts. The following components make CHILD a beacon of hope for learners with unique needs.

Embracing An Empathy-Driven, Non-Punitive Philosophy

A key part of this philosophy is CHILD’s deep rooting in empathy. The school refrains from punitive measures and employs a psycho-educational approach to solving the problems that are causing concerning behaviors. 

Using Dr. Ross Green’s Collaborative & Proactive Solutions Model, CHILD builds on the belief that “kids do well if they can.” This emphasizes that kids lack certain skills, not motivation, and require help in becoming more flexible, adaptable, and equipped with frustration tolerance and problem-solving abilities. Staff at CHILD learn to identify the triggers for counterproductive behavior to build new skills, identifying and addressing each child’s lagging skills.

CHILD acknowledges that every learner possesses unique gifts and abilities, a different kind of giftedness. Their approach is not solely focused on academic achievement but on nurturing the potential within each student.

Dedicated and Impactful Teacher and Staff Team

CHILD has a long-standing legacy. This year-round model for learners with IEPs was founded in 1977. In 2017, CHILD Founder, Trina Westerlund, and Executive Director, Carrie Fannin discussed the 40 years of the CHILD Way, the founding beliefs that continue to fuel CHILD. 

Additionally, CHILD’s teaching staff boasts an impressive 9 to 11-year average tenure, compared to the average of less than 5 years for special education teachers elsewhere. Teachers, staff, and specialists stay because they understand the “why” and see the significant impact they make in the lives of learners. Collaboration is a core piece of the team’s success. They work together through a rigorous student screening process (turning away up to 90% of applicants if they believe they cannot help). They are clear about who they can serve, which sets them up for success and apart from other NPAs that face challenges from accepting students without having the proper support available.

Collaboration with Parents and School Districts

Recognizing that parental involvement is crucial, CHILD incorporates an active parent training component into its program. As they rightly say, “If we don’t have parents on board, it doesn’t work.” Simultaneously, CHILD collaborates closely with school districts, understanding that successful reintegration is vital. Monthly check-ins with school districts help keep the lines of communication open, and CHILD is seen as an integral part of the team, contributing to the district’s understanding and service of unique learners.

CHILD has the goal of preparing and empowering learners to return to their home school districts within one to three years. This entails close collaboration with the district representatives to create a team approach and long-term planning for each learner.

Challenges in the Face of Federal Law

Federal laws, such as the Free Appropriate Public Education (FAPE) regulations, present challenges for NPAs like CHILD. Often, students must experience years of failure within their school districts before being referred to an NPA. By the time they arrive at CHILD, they may have lost hope in the education system.

While NPA services are expensive for school districts, some districts may not want the learner back because they lack relational, human-centered programs for K-12 students to return to. 

A Singular Model

Many microschools find it difficult to scale or replicate — CHILD included. CHILD’s success is not just about the program but the people behind it. Over 60 staff members serve 52 learners, making it a proactive financial investment that transforms lives, builds long-term productive citizens, and saves the community and justice systems millions of dollars. It is not a cookie-cutter model to be duplicated, but rather a shining example of the success that deliberate, multidisciplinary strengths-based learning can create…one we can all learn from. The structure of CHILD supports a culture of continuous improvement, demonstrating that the future of education lies in innovative, human-centered approaches that recognize the uniqueness of each learner. Our learners deserve to experience nimble models like the CHILD microschool without the years of failure in the rigid “system.” Our learners deserve to thrive! Without going through years of failure in “the system,” our learners deserve early access to models like the CHILD microschool…to break down barriers and thrive as learners and humans.

The post CHILD: A Microschool Unlocking the Potential for Unique Learners appeared first on Getting Smart.

One strength of small schools is the ability to personalize and diversify learning to cater to community and learner needs. This diverse portfolio of grantees represents a variety of school types, each with a unique approach to addressing the challenges and opportunities in the educational landscape. 

Each grantee has demonstrated a clear and committed vision for transforming education in their respective communities. The selected models range from microschools focused on underserved populations to innovative school-business partnerships, showcasing the rich diversity of approaches in contemporary education.

Our team and trusted partners will be providing ongoing technical assistance and coaching to each of the grant recipients. With our evaluation partners, DKDK Project, we’ll support effective and innovative ways of measuring student success. This collaboration is designed to ensure that each program can maximize its impact and effectively navigate the challenges of scaling and implementation. Our support will continue through June 2024, underscoring our commitment to teaming with grantees to support their educational innovation and success.  We will then transition to working with our second cohort from July 2024 through June 2025, providing this same level of collaboration and assistance.

“We are excited to see these microschool programs flourish and make a significant impact in the field of teaching and learning,” said Caroline Vander Ark, CEO of Getting Smart Collective. “This initiative is a testament to our commitment to fostering innovative educational solutions that can adapt to the changing needs of learners across the country.”

The progress and impact of these programs will be closely monitored and shared, with the hope that their success can inspire and inform future educational endeavors.

The 10 grant recipients are listed below. We invite you to continue learning about their journey on our microschools page, through our social networks and our blog and podcast.

Meet Our Innovative Microschool Grant Recipients

The following ten models comprise the first cohort of Big Push for Small Schools grantees.

ASU Prep Academy

(Multiple Locations in AZ)

A public charter co-locating within the corporate facility of an industry partner. This model merges a flexible and innovative high school education with real-world industry experience, enabling students to learn in an authentic professional environment.

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Da Vinci RISE High

(Los Angeles, CA)

A non-profit designed around the needs of youth experiencing the foster care system, housing instability and/or the juvenile justice system. Through collocating with non-profit organizations and an innovative academic and wraparound services model, RISE provides equity to students most commonly left out of the larger educational narrative.

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Ellemercito Academy

(Los Angeles, CA)

A non-profit using first generation teachers to serve high needs K-12 learners. They offer real-world, highly personalized, and transformative education with an experiential, trauma-informed, and holistic learning approach.

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Gem Prep Online

(Multiple Locations in ID)

Offers Learning Societies in rural communities providing flexible, high-quality, public charter education options. These in-person, small-group learning hubs are designed to each serve 30-40 students in grades K-12 with online learning activities including academic support, group projects, and social time with friends.

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Issaquah School District

(Issaquah, WA)

Opening multiple microschools within their public high schools to provide hybrid learning opportunities for students, especially those showing signs of school disengagement and early at-risk indicators of failing. With hands-on and real world experience, students will learn through 6-8 week interdisciplinary Design Labs.

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Learner-Centered Collaborative

(Vista, CA)

Partnering with three Southern California school districts, with each hosting either an elementary, middle or high school microschool. Shifting away from traditional grade levels and departments to create more learner-centered, flexible, and inclusive learning environments, they will focus on promoting learner agency, social and emotional wellness, and personalized learning experiences.

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The PPHS Lab High School

(Indianapolis and South Bend, IN)

Uses state funding and operates in partnership with industry and community members. Their growth plans include scaling to serve 40 students in 2024-2025, with the intention of replicating upon demonstrating model efficacy and viability.

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Rooted School Foundation

(New Orleans, LA) 

Using state funds for their microschools and following their Rooted School charter school model, with students on a radically accelerated track to increase their upward mobility upon graduation. The microschools will be focused on industry pathways especially global IT and cybersecurity for the first microschool.

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Science Prep Academy

(Phoenix, AZ)

A program of The Neurodiversity Education Research Center (NERC) that offers an ESA-funded microschool interdisciplinary STEM education for neurodivergent youth from grades 6 to 13. This inclusive model teams with Banner Medical Center for an ESA-funded grade 13 internship experience combined with employability and independent-living skills training to help young neurodivergent students transition into productive adult life.

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The University of Cincinnati Early IT Microschool

(Columbus, OH)

A microschool  powered by the PAST Foundation and will serve 100 economically disadvantaged, traditionally underserved and first-generation college-going students. Serving grades 9-12, it will prepare them for STEM employment,  with the opportunity to explore their interests in information technology and related careers.

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This ongoing campaign will amplify the conversation that is happening around nimble and personalized schooling models. We welcome guest submissions about your own experience and stories with microschools.

The post Ten Innovative Educational Programs Awarded Grants to Transform Learning appeared first on Getting Smart.