Issue link: http://educator.cta.org/i/166026
"Most kids enjoy having parents in the classroom," says Natasha Heinrich. has made as a parent. Last year, her son attended a different campus, and he often wanted to skip school. "He needed a different environment and a lot of flexibility," she says. "This place has done an amazing job of tapping into his curiosity and his desire to learn through self-discovery and his own interests." "It's not," says Teri Briggs, who teaches a 4-5-6 class. "At one point it probably was, but our parents are university professors, engineers and people with graduate degrees. They are idealistic and want to participate in their children's education." Participation is a requirement; parents must be willing to volunteer at least two hours per week and serve on committees. They may assist in the classroom or teach entire lessons in their area of expertise, such as artwork with textiles or math. "Most kids enjoy having parents in the classroom," says Natasha Heinrich, who teaches a second- and third-grade class. "It helps foster a connection between school and home. Kids have a really strong sense of everyone working together to make things happen. It really is a family atmosphere." HIPPY SCHOOL? "You have a bit more room to be creative," says Karen Field, shown with student Sabine Saunders. O G R A D E S ? No problem, says Briggs, a 19-year veteran. At the year's end, teachers write a report on every student's development, explaining how they progressed through the school year academically and socially. "This way, parents know where a child is at," says Briggs. "It's a lot of work. This takes time and provides a complete picture." The school reflects the direction most schools are moving in under Common Core, says Heinrich, and is similar to how schools operated before NCLB. "Students aren't just doing worksheets. They work in groups, learn confidence and become critical thinkers." By graduation, most students are where they should be academically — and enthusiastic about learning. Students tend to do well when they move to middle school, although it's an adjustment. "Overall, we have a pretty cool program," says K-1 teacher Karen Field. "You can respond to students' interests and needs in a more spontaneous way. You have a bit more freedom to be creative. I'm grateful to teach here." SEP TEMBER 201 3 Educator 09 Sep 2013 v3.6 int.indd 57 www.cta.org 57 9/3/13 2:27 PM