Academics

Success Starts with Empowering the Student

The primary goals for students enrolled at Groves Academy^® are to strengthen basic academic skills, to improve self-esteem, and to increase independence, self-reliance, and self-regulation. Both curriculum and instruction for students in 1st–12th grade are based on understanding each student’s potential, abilities, and needs. Students are grouped into small classes and are actively inspired in learning through multi-sensory instruction.

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Groves Academy Curriculum

Academics at Groves Academy include a variety of instructional programs and approaches. We work with students to unleash their reading, writing, and math skills through transformative learning experiences using our evidence-based curriculum. Modifications and accommodations are made as needed to empower students and spark their academic growth. We teach learning strategies to help students radiate success by breaking down complex academic tasks such as comprehension, written expression, and problem-solving.

We also use community resources to enhance curriculum offerings. Field trips and community service projects are incorporated into the program to augment classroom instruction.

Organization and study skills are incorporated into instruction in all classes. These skills include note-taking, test preparation, active reading, and cooperative learning, which are all essential for school success.

We prioritize providing a learning environment that lights the path for students’ growth in the academic, social, and emotional realms. Making friends and building a sense of community are encouraged and supported in classrooms and all student activities.

Our Curriculum Guide

Lower School students are placed in multi-grade, self-contained classrooms based on age, academic skill level, and social/emotional considerations. Most classes have eight students with one teacher. A few classes have 10–12 students with two co-teachers. The goal of the Lower School program is to empower its students with evidence-based instruction that is tailored to their learning profile in an environment where they can shine.
- Each student has a homeroom teacher who teaches much of the academic curriculum. Students may move to other classrooms for their reading or math instruction depending on their instructional level.
- The Lower School curriculum includes:
  - Reading instruction focused on phonological processing, decoding, reading fluency, vocabulary, and reading comprehension. The Wilson Reading System^®, an Orton-Gillingham approach, is our core reading and spelling program.
  - Writing instruction woven through all subjects using The Writing Revolution^®.
  - Structured multisensory hands-on activities in developmental writing, reading comprehension, math, science, and social studies.
  - Math skills taught using the Singapore Math^® curriculum.
  - Social skills supported based on the curriculum of the Responsive Classroom^® and ENVoY^® programs that are reinforced throughout the school day.
  - Executive Function and Mindsets program highlights important tools, skills, and strategies that help students with time and assignment management while maintaining a growth mindset that allows them to learn from mistakes and choose persistence over frustration.
  - Physical education two to three times per week, and home science, music, art, or 21st-century skills classes on the other days.
- Students may receive speech-language therapy as needed.
Middle School students are grouped in multi-grade classes based on age, ability, and social cognition. Middle School classes are small, with an average student-to-teacher ratio of eight to one. The goal of the Middle School curriculum is to empower students with the confidence, skills, and strategies they need to radiate success.
- Core academic classes include reading, written expression, math, science, and social studies.
- Electives include a half-semester each of physical education and health and six weeks each of art, theater, music, and home science for the other semester.
- The daily schedule is designed to meet social and academic needs. There are six 42+ minute class periods each day and a morning break for physical and social activity. Reading, spelling, and vocabulary skill instruction occurs during a 33-minute block.
- All Middle School students are provided with a laptop PC. Students acquire basic computer knowledge by working on the school network, finding and evaluating information on the internet, and using the computer responsibly.
- Students develop proficiency with word processing, editing, and creating PowerPoint presentations through practice in their daily classes.
- Students who qualify have the opportunity to participate in individual or small group (no more than three students) speech-language therapy.
- A caring, confident and bright community that celebrates process, connection, executive function skills, mindfulness, and wellness!
- Groves High School Pillars Grade Level Themes:
  - 9th–Doing School
  - 10th–Digging Deep
  - 11th–Leadership
  - 12th–Legacy
- Executive Function curriculum at each grade level.
- Small classes — students are at the center of the design.
- Service Learning is integral to the Upper School Executive Function curriculum.
- School-Wide Service Learning Opportunities throughout the school year.
- Dynamic theatre department (two productions per year + participation in MN State High School One-Acts).
- Team and individual sports programs: soccer, basketball, trap, cross-country, nordic skiing, and track.
- College counseling and school transition support services are available for all grades.
- Makerspace program.
- Students in 11th and 12th grades take chemistry, physics, environmental science, and project-based learning, preparing them for their post-secondary experience.
- Some 11th and 12th graders will take classes at an area technical institution or a community college as part of their school day. These credits are transferable to another high school or post-secondary institution.

Questions About Groves Academy Curriculum?

Contact Ellen Engstrom, Director of Curriculum, at [email protected].

Educational Technology

Access to technology is a key component of the Groves Academy success story. The tools that this access provides are invaluable to igniting our students learning. We ensure that the technology we use is age-appropriate and individualized to meet each student’s needs. Our teachers have explored and implemented teaching approaches that balance technological and non-technological methods to give each student the best learning experience possible.

1:1 Laptop Program

The 1:1 laptop program for our Upper School and Middle School has been in place since 2009. In 2013 all Lower School classrooms received a set of laptops to be used by the students in the classroom. This ‘always present’ model of computing provides an arena for student brilliance that is not available in other school computing models. Our 1:1 program is more than highlighting technology in the school. It is a way to examine education’s best practices and determine what can be enhanced by technology. The availability of technology and continuous connectivity has caused Middle and Upper School teachers to redefine how they collect homework, communicate with parents, and assess each student’s success.

Assistive Technology

Groves Academy is committed to preparing our students to use technology as a tool that levels the playing field for those with learning disabilities and attention disorders. The availability of assistive technology throughout the building has empowered student comprehension, productivity, and efficiency. Assistive technology tools such as text readers, voice recognition, and visual mapping software illuminate the student experience and provide the brightest learning environment possible.

Learning Ally

All Groves Academy students have a membership to Learning Ally, a helpful assistive technology application, and the world’s largest collection of audiobooks.

Ella's Success Story

Ella Beaudoin, a Groves Academy alum, is currently a Smithsonian paleolithic archaeologist whose research interests span from cultural adaption and resistance to colonialism, to early hominin cultural evolution and landscape use. She has conducted fieldwork in the U.S., Kenya and South Africa.