At the start of each semester, students and their families meet with one of our academic planners to determine their class schedule, sign a learner contract and, if applicable, review their self-assessment from the prior semester. Student differences are respected and students are given significant autonomy in and out of the classroom. This autonomy breeds confidence in each student starting as young as 1st grade and also teaches the valuable skills of goal setting and planning. Unique academic challenges are addressed and action plans are put into place so that no student struggles in silence or experiences any form of shame for their unique abilities. Assessment is ongoing as students work through objectives in each subject and present their projects or workbook to their classroom Guide. At the end of each semester, families are invited for a very special presentation day where students have an opportunity to share all they have learned with their families and friends. Some projects might include a formal presentation, while others might be displayed through artwork, completed projects or an illustrated home-made lesson book.

Classes are subject-specific, mixed age, and limited to a 12:1 ratio of students to Guides. Entering a classroom feels akin to walking into a beehive, with students hard at work on their individual daily, weekly or monthly goals. Some students might be working independently, while others are working with partners, in groups, or with the help of the Guide. At the start of each semester students are given a list of “Learning Objectives” which they use as the first page of their homemade lesson book. These objectives are to be worked through at each student’s own pace and in their own style. When a student is ready to learn a new objective, they discuss their approach with the classroom Guide, work through the material and then when finished debrief once again with their Guide in order to “check off” the objective and move onto the next. All work is recorded in the lesson book to be used for review and so that students, Guides and families can visually see the student’s progress. Whenever possible, Guides are encouraged to take the learning outside and to think beyond the walls of the classroom. A “floating” Guide is always available to assist when students’ work takes them to other areas of the campus.

At the elementary level, students at Quintral are divided into 2 age groups, or “cycles”, 1st-3rd grade and 4th-6th grade. In their first cycle, students receive a social studies and science curriculum that provides a foundation for all their future learning. Language arts and literacy are directly tied to these core subjects and teachers utilize literacy as a vital tool in children’s grasp of the material. In their 2nd cycle, students will work through a comprehensive world history curriculum which is tied to their study of science through inquiry-based themes. Students approach the material at an age-appropriate level and the themes become more challenging as students get older. Mathematics and technology content are both taught sequentially, with students receiving a list of learning goals at the start of each semester for them to work through independently, with partners, or in groups. Each semester that they enroll, assuming they were able to master the previous semester’s content, students will be presented with the next level of skills. The math and technology Guides introduce new concepts and answer questions as needed, but students are generally working at their own pace and in their own preferred learning style.

Art, music, movement, nutrition, nature, foreign language and industrial arts are placeholder class titles for unique semester-long courses that are always changing and offering students a wide exposure to various skills, passions and forms of expression. For example, one semester of movement might include yoga and pilates, while another may offer soccer and running. Art course offerings might include pencil drawing, sculpture, photography or needlework. During class scheduling, students and their families are free to choose classes out of the various offerings based on their interests, skills or areas for potential growth. Whenever possible, Guides are encouraged to incorporate themes from the social-emotional curriculum being taught during morning cohort.

Today is Samuel’s second week as a 2nd grader in Earth Science/Spanish language arts. Samuel has already sewn his lesson book, gotten an overview of this month’s theme from his Guide during a whole-class lesson and has decided he wants to begin with “Formation, properties, components, and types of soil” as his first objective. His Guide provides him with an age-appropriate book on soil, a video, a website and a few cups of soil. After giving himself an introduction to the topic, Samuel decides he’d like to try and make his own soil as this objective’s project. Over the next few classes Samuel’s Guide offers assistance, feedback and resources as needed and 3 class periods later, Sam has recorded his process and his findings in his lesson book and he is ready to present his project to his Guide. The Guide sees the pride in Samuel’s presentation of the material, can assess that he has a good understanding of what soil is and how it is formed, and checks off that objective. Samuel returns to his “Lesson Objectives” worksheets and decides that for his next project he’d like to learn about “Earth changes through plate tectonics (Earthquake and Volcano activity).” This objective takes him 3 weeks to complete but at the end he has built an earthquake simulator, made a Volcano out of clay and written a story from the point of view of the lonely Antarctic tectonic plate. His interaction with the material utilizes all of his senses and his pride in his work ensures that it holds a place deep within him, not soon to be forgotten and ready to be built upon in the many years of school yet to come.