About TRCS » How is TRCS unique?

How is TRCS unique?

Three Rivers Charter School is a small school of choice. Our student population is an ideal 100 students, grades 4th - 8th. There are approximately 20 students over the span of five years. Experience and research informs us that this size will allow us to invest in a more holistic way with the students and families who attend our school. Our learning environment combines learners of all ages, allowing for leadership as a distinct aptitude to be cultivated and used to inspire each student to reach his/her highest potential. Our long-term connections with students foster the ability to look for patterns in learning and a historic perspective to assist students to better understand themselves. This trust encourages students and adults to take risks, where a safety net protects those who are at risk.

By conferencing with parents, administering assessment tools and observing student performance, we create for each student a personalized educational plan. This plan accesses learning at the learner’s current level, directs academic growth toward each individual’s highest abilities, and recognizes student achievement by advancing him/her into further challenging settings. In addition, organizational skills and strategies for study skill and test-taking success are interwoven throughout our curriculum. All of these domains combine to create growth in students’ general work ethic that allows each student to reach his/her highest potential. In essence, we create a road map of achievement goals that a student can see, understand, and be motivated by to further advance his/her achievements.

Our program provides flexible, thematic curricula utilizing subject integration, contextual learning, and the application of technology to develop skills needed within the 21st Century. Our curriculum uses technology, as a cornerstone of our future, and emphasizes it as its own discipline, as well as using it to enhance the instruction and assessment of all learning. We infuse critical thinking and creative experiences that allow students to communicate effectively through listening, speaking, writing, reading and visual forms into our daily school lives.

Our governance structure fosters collaboration between administrator, teacher, parents, students and community partners to create a network that encourages reflection, refinement and growth. Our mentorship program with West Linn High School increases our students’ ability to visualize their desired futures and assists them in creating goals that will allow them to consciously achieve these dreams. We work to forge community partnerships that allow students the opportunity to put their learning into context, as well as deepen their understanding of the larger community.

Three Rivers Charter School is run on a democratic model, where the administrator is also a teacher, and where students are asked for input when decisions need to be made. Open communication where students, teachers, and parents use dialogue to explore differences, create dreams, and resolve issues is a critical element of our governance structure. Through these experiences, members of Three Rivers Charter School are learning to articulate their ideas, as well as to critically listen and value the ideas of others.

Learning Community
Three Rivers Charter School serves children from 4th through 8th grade. Students are combined into small learning groups for each core learning area based on their individual performance level rather than based on their grade level. The school as a whole is limited in size to ensure a low student-teacher ratio. Small groups are employed to increase student-teacher interaction. Students are not assigned to particular teachers; rather all teachers are responsible for all students. This allows for each student to have experiences with multiple teaching styles within multiple settings. Mentorship and leadership are utilized at all grade levels based on talent and skills.

This program is based on supporting each student with a personalized educational plan. Each plan is monitored and redirected throughout the school year as the student is ready to move their learning to new developmental levels. Active and involved engagement with learning will be evident at all levels. Students also focus on leadership attributes and develop character goals that allow them to become an active participant and positive member of a larger learning community. This strong developmental understanding of each student’s learning is augmented with thoughtful consideration for each student’s physical and emotional reality.