Activate
Designing a Microschool Model around Individual Learning Needs

Activate was not originally designed as a school. It began as an arts-based summer camp and dyslexia tutoring program, shaped by direct experience with students whose needs were not being met in traditional classrooms. That foundation became critical when the model transitioned into a microschool during the COVID period.

The school’s development reflects a specific challenge: families discovering by second or third grade that conventional systems cannot adequately support their children’s academic, sensory or engagement needs. Many of these students are neurodivergent or twice exceptional, requiring both targeted support and greater intellectual stimulation.

“What sets us apart is that we offer high-quality research-based academics balanced with long recesses, weekly field trips, daily self-directed time, an art focus that leans heavily into media arts, and lots of hands-on learning,” says Greg Brown, founder and director.

Structuring Learning around Individual Pace

Activate’s structure is intentionally small, with 18 students and two teachers during core academic blocks. This allows instruction to be tailored in real time and adapted to individual learning needs.

In math, students are grouped by ability rather than grade, covering content from third through sixth grade within the same cohort. This flexibility produces measurable differentiation, where five students work above grade level, two work below and the remainder operate at grade level.

A dedicated literacy interventionist provides one-on-one support, particularly for students with the greatest needs. Short-term interventions are also used to address specific skill gaps, allowing students to return to grade-level performance.

Integrating Academics, Engagement and Measurable Outcomes

Curriculum design blends structured academics with hands-on and creative work. The literacy program combines novel studies, writing, news analysis and word studies influenced by Structured Word Inquiry. Math follows a traditional curriculum supplemented with interactive activities.

Assessment is continuous and documented through both established tools and internal evaluations. Progress is reported to families every trimester, creating transparency around student development and allowing adjustments to be made based on performance.

Learning extends beyond core subjects through multi-session workshops. Each trimester includes a science workshop followed by an art-based project. A recent example combined research on Ice Age animals with a papier-mâché project, reinforcing academic content through applied learning.

The model’s impact is most visible in student outcomes. Since its founding, Activate has enrolled five students who entered as illiterate or barely literate. All five progressed to reading at grade level, demonstrating measurable academic improvement.

One student, who joined with dyslexia, ADHD and ongoing medical needs, illustrates this transformation. Previously unable to function independently in a traditional classroom, he now reads two years above grade level and performs a year ahead in math.

Adapting to the Growth of Microschools

The growth of microschools is tied to families seeking environments aligned with their values and their child’s needs. Activate reflects this shift by emphasizing elements often limited in traditional settings, such as extended recess and reduced screen time.

Students receive an hour of recess daily, and digital tools are used selectively for creative and project-based work rather than core instruction. Physical materials remain central to literacy and numeracy development.

Accessibility is also addressed through practical considerations. The school offers aftercare without additional cost and eliminates extra fees for materials, field trips or activities, simplifying participation for families.

This approach positions Activate within a broader movement toward flexible, student-centered education. Its model demonstrates how small-scale structures, targeted instruction and integrated learning environments can produce measurable academic progress while supporting student development and engagement over time.