What We Believe Academically
Children cannot learn if they are required to do school work they cannot do. This is called “frustration level”. The student will become demoralized often resulting in behavior problems and can lead to a lowered feeling of self-worth. As educators we must reach students at a “challenge level. Additionally, children that are “ahead of the class” suffer frustration because they are held back until their classmates catch up.
Vermont’s system uses a unique method of education which allows each student to master the curriculum. No more F’s, D’s, or even C’s. Each student is assigned an “office” and sets daily goals. Parents are in constant communication with the classroom through an APP installed on parent’s cell phone.
To find the individual’s “challenge level”, each student entering Vermont is given diagnostic tests in three academic areas: English, mathematics, and reading to determine the student’s concept mastery. The diagnostic tests assist the evaluator in determining the student’s academic needs in each subject. After the student completes the diagnostic testing, he is given curriculum that meets and challenges him at his performance level.
If weak areas are evident from the testing, the appropriate gap PACEs are prescribed to strengthen those specific weaknesses. After completing the gap PACEs, the student progresses at his performance level.
What we’ve found is that, when students can do the work, they will do the work. Progress quickens. Children succeed! Success in school leads to the strengthening of the students self-worth.