Immersion Track
Full-Time On-Campus Learning with Flexible Fridays
Embedded Files
SCHEDULE & STRUCTURE
SCHEDULE & STRUCTURE
A STRUCTURED SCHEDULE WITH BUILT-IN FLEXIBILITY
A STRUCTURED SCHEDULE WITH BUILT-IN FLEXIBILITY
SCHOOL YEAR DESIGNED WITH PURPOSE
SCHOOL YEAR DESIGNED WITH PURPOSE
WEEKLY RHYTHM DESIGNED FOR DEEPER LEARNING
WEEKLY RHYTHM DESIGNED FOR DEEPER LEARNING
FLEXIBLE FRIDAYS: PERSONALIZED LEARNING PATHWAYS
FLEXIBLE FRIDAYS: PERSONALIZED LEARNING PATHWAYS
Flexible Fridays are intentionally designed differently than a traditional school day. Rather than assigning the same homework to every student or requiring all students to follow the same Friday schedule, Flexible Fridays are designed to provide more personalized learning experiences based on each student’s goals, interests, support needs, and stage of development.
3 Pathways, One Purpose: Meaningful, Student-Centered Growth
1. At-Home Learning Pathway
For most students, Flexible Friday functions as the primary time for individualized “homework” and continued learning outside of the classroom. Rather than focusing heavily on homework Monday through Thursday, students primarily focus on reading at home during the school week while additional assignments, projects, practice, and personalized learning activities take place on Fridays.
Students are expected to spend a minimum of approximately 1.5 hours actively engaged in meaningful learning activities connected to their educational goals. This work is intentionally personalized and designed to support students where they are academically and developmentally, rather than assigning the exact same homework to every child.
Depending on the student, this may include:
Reading, writing, or math practice
Continued work on mastery goals
Passion projects or independent research
Wonder Workshop extensions or project work
Elective-related learning and skill development
Portfolio work and reflection
Community experiences or field learning
Creative projects, presentations, or hands-on application
Intervention or supplemental support activities
The goal is for learning outside the classroom to feel purposeful, individualized, and connected to real growth rather than repetitive busy work.
2. On-Site Support Pathway
Some students may also participate in structured on-campus Friday support sessions. These small-group support opportunities are determined by the school based on student needs, teacher recommendations, support capacity, and available staffing.
Students participating in this pathway attend small-group on-site Friday support sessions from approximately 8:20 AM–11:20 AM during their assigned semester. Families commit to the assigned semester support schedule in order to maintain consistency and preserve smaller learning environments with more individualized support. Placement is reevaluated before each new semester to determine which students would most benefit from continued on-site support.
These sessions may include:
Small-group academic support
Intervention services
Project guidance and coaching
Personalized mastery support
Organizational and executive functioning support
Special education services
Collaborative workshops or enrichment opportunities
There may also be occasions where a student is approved to attend a specific Friday session outside of their assigned pathway based on teacher recommendation, student needs, or available capacity. Teachers may additionally offer one-on-one support meetings when availability allows.
3. Field Work & Real-World Learning
Field experiences and real-world learning opportunities may also be available throughout the year and are not limited to a single pathway group. Depending on the Wonder Workshops, electives, projects, partnerships, and learning opportunities available during a given semester, students may have opportunities to participate in:
Community projects
Outdoor and nature-based learning
Internships or mentorship experiences
Entrepreneurship opportunities
Service learning
Museum, business, or industry visits
Applied project work connected to classroom learning
Participation in these opportunities may vary depending on the activity, family schedules, transportation, student interest, and teacher capacity.
Flexible Fridays are designed to create a more balanced and personalized approach to learning while still maintaining accountability, structure, and strong academic expectations. Families also have flexibility in helping choose or shape the learning activities students work on during Flexible Fridays. Coaches can provide suggested assignments, projects, practice activities, and support for families who prefer more structure, while also allowing room for students and parents to pursue meaningful learning experiences connected to their goals, interests, and development.
The goal is to create a partnership where learning feels personalized, supported, purposeful, and connected to real growth rather than one-size-fits-all. This model allows students to receive support where needed, explore interests more deeply, and gradually develop greater independence, ownership, and real-world learning skills over time.
CELEBRATIONS OF LEARNING & STUDENT PORTFOLIOS
CELEBRATIONS OF LEARNING & STUDENT PORTFOLIOS
At the end of each learning cycle, students participate in a Celebration of Learning where they reflect on their growth, share projects, portfolios, presentations, and demonstrate understanding in meaningful and authentic ways.
These larger celebrations may also include school-wide assemblies, performances, student showcases, leadership opportunities, exhibitions, and community gathering experiences where students have opportunities to share talents, accomplishments, projects, and meaningful work completed throughout the semester.
By making learning visible, collaborative, and connected to the real world, Celebrations of Learning help students see purpose in their education while strengthening the connection between school, family, and community.
Page updated
Google Sites
Report abuse