Alternative Self Directed Middle School at Down to Earth

“We cannot solve the problems of our time with the same thinking that created them.”
— Albert Einstein

Middle school is a threshold—one of the most profound developmental shifts of childhood. Adolescents are craving independence, belonging, and meaning, while still needing structure, mentorship, and clear boundaries.

At Down to Earth, we’ve designed a middle school model that meets adolescents where they actually are—and prepares them for the world they are growing into. Philosophically, we believe adolescence is a time for autonomy, exploration and self discovery. Pedagogically, we are pulling from concepts similar to Liberated Learners, Agile Learning, Acton Academies and Sudbury models - in essence, educational self determination and school sociocracy.

This is not school as usual.
It’s intentional, relational, and built for real growth.

Connect with the Directors and Learn More!

Schedule a Meeting - If you have specific questions you’d like to connect with us regarding your individual child we welcome you to book a 1:1 meeting online with Heidi and Audra.

Important Links:

Presentation recording January 29th (first info night - pretty long)
Presentation January 3rd (second info night - a bit shorter)
Self Directed Middle School Information Handout
Mock Schedule (day, month, term)
Mock Yearly At-a-glance Calendar
Pre-enrollment form (completing this application indicates you’re strongly considering our program for your child)
Flyer (to share on socials, or print and post in public)
Admission and Tuition Information
Enrollment window: rolling
Viability confirmed: early April

If you have any questions feel free to email us at info@downtoearthforestschool.com. We are happy to set up a meeting to chat with you individually.

Why a Different Middle School?

We cannot keep educating young people the same way, generation after generation, and expect them to solve the problems our world faces. As the saying goes, repeating the same approach while hoping for new results is the definition of insanity.

Traditional school models were designed for a different time, and they are no longer sufficient for the realities our children are inheriting. If we want young adults who can think critically, act responsibly, and lead meaningful change, we must be willing to fundamentally rethink how we educate them—now, not later.

We see it every day: many adolescents are anxious, disengaged, or quietly unhappy in traditional school settings.

Too often, middle school sends the message:

Sit still.
Do what you’re told.
Don’t question.
Comply, or fall behind.

Over time, students learn to outsource their decision-making. This can lead to anxiety, avoidance, apathy, or checking out entirely.

Our core belief:
Adolescents don’t need less structure—they need structure that makes a difference.

They need:

Autonomy and agency
Time with peers
Space to explore interests deeply
Trusted adults who mentor, guide, and hold them accountable

Down to Earth Middle School is built to do exactly that.

What We Mean by “Self-Directed”

When we say self-directed, we do not mean “kids do whatever they want.”

Self-directed learning at Down to Earth means:

Students have meaningful choice in what and how they learn
Learning happens within a clear framework of expectations
Adults provide consistent mentoring, instruction, and accountability

The goal isn’t freedom for freedom’s sake.
The goal is to develop the skills that matter most in adolescence:

Planning and follow-through
Communication and collaboration
Time and attention management
Critical thinking
Learning how to learn

In short: autonomy with support.

A Day in the Life

Here’s what a typical day can look like.

Morning Community Check-In

Students arrive and begin the day together. There’s time to connect with peers and mentors, review daily goals, and make sure everyone has a clear on-ramp into meaningful work.

Workshops

Short, focused learning sessions offered by adults based on student goals and needs.
These may include:

Writing
Math
Research
Debate
Science labs
Art studio
Skill-building intensives

Workshops may be optional or recommended, depending on the student.

Project Blocks

Students work on longer-term projects—individually or in teams—while adults circulate to:

Coach
Confer
Ask questions
Offer instruction
Support problem-solving

Projects require real skills: reading, writing, math, research, design, revision, and presentation.

Community Responsibilities

Students actively contribute to the health of the school:

Running meetings
Maintaining shared spaces
Planning events
Practicing leadership and collaboration

Reflection & Documentation

Students regularly capture evidence of learning:

What they worked on
What they learned
What worked (and what didn’t)
What’s next

Throughout the day, adults are present—mentoring, teaching, mediating conflict, tracking growth, and ensuring students are engaged in meaningful learning.

Our Non-Negotiables

Structure, safety, and accountability are essential.

Safety & Supervision

Clear boundaries exist for:

Where students can be
Which spaces require adult presence
What safe behavior looks like

Community Agreements

We explicitly teach and practice how to be in community, including:

Growth mindset
Consent
Restorative justice
Sociocracy and shared leadership

Behavior Support

When something goes wrong, we respond.
That includes:

Repair and restitution
Reflection
Loss of privileges when needed
Structured re-entry plans

Attendance & Participation

Self-directed does not mean disappearing.
Students are expected to:

Be present daily
Make a plan
Follow through — with support

No Personal Devices

We protect attention, relationships, and nervous system regulation.
Personal phones, tablets, and laptops are not used during the school day.

How Learning Is Assessed

Portfolios, not grades

Learning is documented through living portfolios that include:

Drafts and revisions
Project plans and research notes
Writing samples over time
Math work and problem-solving evidence
Presentations, exhibitions, and performances
Reflections showing metacognition

Assessment happens through:

Workshops and skill tracks
Projects that require real application
Regular mentor conferences
Portfolio reviews and public exhibitions

Middle schoolers are capable of extraordinary work when it feels meaningful and they are supported consistently.

Accountability: What Prevents “Coasting”?

This is a fair and common question.

Here’s how we ensure students don’t drift:

Weekly mentor meetings to set goals and review progress
Clear expectations for daily engagement in meaningful work
Visible evidence of learning through portfolios
Targeted support when students get stuck—more structure, smaller goals, required workshops, increased check-ins

Autonomy is real.
So is accountability.

Is This a Good Fit?

This model can be life-changing for:

Students who want more agency
Kids who learn best by doing
Adolescents seeking belonging, purpose, and meaning

It can feel challenging at first for students who are used to being told exactly what to do every moment. That discomfort is part of the learning—and we teach planning, starting, and persisting every step of the way.

We’re not looking for “perfect independent kids.”
We’re building independence.