About Our School
Educational Program - Elementary School
Click here for middle school
The Imagine Schools Standards-Based Curriculum offers basic and integrated instruction in reading, writing, math, science, social studies, character education, and physical education. As a public charter school, we must meet or exceed minimums of the Florida Sunshine State Standards.
Project CHILD is an integral part of the learning environment at our Imagine Charter School. Project CHILD is a unique instructional delivery model which provides triangulated learning:
- Children learn at various work stations that appeal to different learning styles, including hands-on activities, use of technology, traditional pencil-and-paper practice, as well as large and small group and individual teacher-directed instruction,
- The model identifies three classrooms of students and three teachers as a cluster (Primary Cluster includes one each of kindergarten, grade 1 and grade 2, Intermediate Cluster includes one each of grades 3-5).
- Each teacher within a cluster is the specialty teacher for reading, writing or mathematics.
- Students rotate every 90 minutes to their next cluster teacher.
- This approach allows teachers to specialize in a single subject area and work with the same children for three years.
- Students utilize a “Passport” as both an organizational and communication tool.
To learn more about our instructional delivery method, Project CHILD, please click on the following link: www.ifsi.org
Project CHILD
Changing How Instruction for Learning is Delivered
Focus on the 3 R's
- Reading
- Writing
- Mathematics
Three year Continuous Progress
Primary cluster
- Kindergarten
- First Grade
- Second Grade
Intermediate cluster
- Third Grade
- Fourth Grade
- Fifth Grade
Triangulated Learning Stations
- Technology (3-6 computers)
- Hands-on (activities, projects)
- Paper/pencil (textbook, worksheets)
Engages students in hand-on station activities
Integrates Technology into the Reading Program
Engaged Time-on-Task Classroom Management System
- Passports
- Task Cards
- Daily Station Assignments
Students use CHILD Passports each day to guide independent movement to stations.
 Passports contain:
- Student goals
- Record of learning objectives
- Student comments
- Self-assessment
- Parent page
Station activities are clearly defined, aligned with standards, and appropriate to students’ abilities and needs.
 Task cards include:
- Activity Name
- Learning Objective
- Easy-to-follow instructions
- "What to do when finished…"
- Leveled learning
- Challenge activities
Teachers designate where students begin working each day.
 The Daily Station Assignment Board
Increases Time on Task
Promotes Small Group Independent Learning
Provides activities to level for remediation and enrichment
Meets individual needs of students by differentiating instruction at the Teacher Station
A triangulated teaching model
- 3 teacher cluster teams
- 3 grade levels
- 3 ninety minute classroom rotations
- 3 types of learning stations
- Technology
- Hands-on
- Text/written
What does a CHILD classroom look like?
6 stations to accommodate multiple ways of learning a particular skill or concept.
Computer Station for technology-based learning.
Textbook Station for written work.
Challenge Station for activities in a game-like format.
Teacher Station for small group leveled reading instruction.
Word Study Station (Reading) for hands-on activities.
Reading and Listening Station (Reading) for independent reading.
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Educational Program - Middle School
Click here for elementary school
The middle grades curriculum is based on the Florida Sunshine State Standards. The information below provides an overview of how instruction is tailored to the unique needs of adolescents through TEAMS.
 Students learn at various work stations that appeal to different learning styles, including hands-on activities, use of technology, traditional pencil-and-paper practice, as well as large and small group and individual teacher-directed instruction. - The model identifies four classrooms of students and at least two teachers as a TEAM.
- Each teacher within a TEAM is the specialty teacher for language arts, social studies, science or mathematics (Math/Science and LA/Social Studies).
- Students utilize a Work Log as both an organizational and communication tool.
- Two or four core teachers form a team that meets weekly to plan coordinated activities so students can see the relationships among the disciplines and connect what they are doing in each class.
- Subject areas are linked through several unifying themes (interdisciplinary units)
- Specific subject area skills
- Perpetual skills that transcend all subject areas (vocabulary development, following directions, analyzing data, etc)
- Nonacademic personal development issues (character development/community service)
- Integrating technology into the curriculum
- The social studies classroom may use technology to encourage interactive discussion, analysis and reflective criticism.
- The science classroom can use online PowerPoint demonstrations and computer probe ware to support investigations an inquiry.
- In the mathematics classroom, computers and manipulative materials will be used to explore concepts, solve problems, and manipulate data.
- The language arts classroom will support the full writing process and develop critical reading skills with the use of computers and printers.
- Utilizing multidimensional work stations
- Some whole group instruction and a great deal of individual, cooperative, and small group learning at learning stations.
- Each classroom contains four learning stations so that students may explore a common topic using several modalities.
- Stations include:
- teacher station for small group and individual instruction
- technology station
- text station containing content area textbooks, printed materials an paper/pencil work
- exploration station for hand-on activities such as art projects, math manipulatives, globes, and educational games
- Providing students with strategies for self-directed learning through a systemic student orientation
- Trained to stay on task while working independently,
- Learn to move efficiently to various learning stations and
- Take responsibility for solving work-related problems.
- Learning the purpose and use of individual student Work Logs
- Utilize Work Logs to record information about their daily classroom practice, note homework assignments, and test dates, express their opinions and set and assess unit goals.
A Typical TEAMS Nine-Week Unit
- During each unit, there will be several station rotation cycles lasting one to three weeks.
- Cycle begins with whole group instruction where the teacher presents information and gives directions for subsequent station activities.
- Students begin the station rotation cycle, working at the various learning stations for several more days to complete activities assigned
- Task Cards and notes from their Work Logs serve as reminders from the teacher's lecture.
- Students usually work at the stations for 3-5 days.
- When all station activities are completed, the process ends with whole group discussion and assessment.
- Students reflect upon their work and make connections with the unit theme.
- Teaches make a final assessment of students' knowledge of the subject content and application of skills.
TEAMS and our elementary Project CHILD were developed by the Institute for School Innovation. You can visit their website at www.ifsi.org
Click here for a TEAMS brochure.
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