Where Real Learning Happens
With a Higher Floor and No Fixed Ceiling—Inside the Upper Elementary Model at WHPS
Walk into one of our Upper Elementary classrooms, and you’ll immediately notice something different.
All students may be engaged in Reader’s or Writer’s Workshop—but they’re often reading different books, working on different writing pieces, and focusing on different goals. One student might be analyzing the themes of a historical novel; another might be crafting a personal narrative filled with voice and detail. Even within the same genre or focus, no two students are doing exactly the same thing—and that’s the point.
You might pause and wonder: How does this work? And how can all of this be happening in one classroom?
It’s a fair question—because what you’re seeing isn’t a traditional model. It’s something far more intentional—and far more powerful.
This isn’t a new initiative or recent shift. Our Upper Elementary model has been thoughtfully designed from the start: a four-year arc that supports deep academic, social, and personal growth through flexible structures and responsive teaching. By 5th grade, students participate in routines that mirror aspects of middle school—gaining independence, taking on leadership roles, and building the confidence to make a smooth transition.
The result? A classroom with a higher floor—a stronger foundation for learning—and no fixed ceiling, so each child can keep growing as far as they’re ready to go.
📚 What You’ll See (and What You Might Miss at First Glance)
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In most schools, grade-level expectations are the ceiling—the highest students are expected to reach. Here, they’re the floor. At a minimum, we ensure students meet those expectations—and from there, we help them grow as far as they’re ready to go.
Of course, we ensure students meet grade-level expectations. From that solid foundation, the curriculum stretches upward—sometimes into benchmarks aligned with middle or even high school, depending on a child’s readiness, independence, and stamina. That doesn’t mean all the students are doing 12th-grade work in 4th grade—but the latitude is there to keep moving forward when they’re ready.
This model also isn’t left to chance. Our curriculum includes research-backed, formative assessments (ongoing, teacher-guided checks for understanding that inform instruction in real time) that show teachers where students are, what they’re ready for next, and how to support them—whether they’re in a same-age class or a multi-age group.
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Some families ask whether our model is like a “split-grade” class. It’s not.
In public schools, split-grade classes are typically used when enrollment doesn’t support a full classroom—for example, not enough second graders to form their own section. In those cases, a single teacher alternates between two sets of lesson plans and grade-level standards.
Our model is entirely different. It’s a deliberate and intentional part of how our Upper Elementary program is designed—not a logistical solution. We have multiple classrooms across each grade band and a full team of teachers. It would be just as easy to separate grades, but we choose this structure because it offers more opportunities for academic growth, leadership development, and personalized learning.
Our 2nd/3rd and 4th/5th grade classrooms are built around:
A two-year curriculum cycle with meaningful, connected learning
Whole-group instruction rooted in shared themes and inquiry
Individualized goals and flexible small-group teaching
A full co-teaching team for responsive, real-time support
This isn’t about combining grades—it’s about creating a rich, dynamic learning environment that helps every student grow at the pace and depth that’s right for them.
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One of the most powerful parts of our model is teacher looping. Students stay with their lead teachers for two full years.
That consistency leads to:
Stronger relationships
Greater trust
Instruction that builds on prior knowledge—without starting over each fall
Older students aren’t automatically “ahead,” but they do bring experience with routines, structures, and classroom norms. That helps everyone. And over time, every child experiences being both the younger and older student—developing leadership, empathy, and a sense of belonging.
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We use formative assessments to guide instruction—not just measure it. These tools are grounded in decades of classroom-based research into what truly works for students—not just in theory, but in practice.
Many assessments are conducted one-on-one, allowing teachers to observe not just whether a student gets the “right” answer, but how they’re thinking. A child who rereads, self-corrects, or predicts what comes next—even if they make a mistake—reveals valuable insights that help shape what happens next in small groups or individual instruction.
This kind of real-time responsiveness is only possible with low student-teacher ratios—and our model is built to make that possible every day.
Assessment data becomes part of each student’s Leadership Notebook, which families review during student-led conferences. While teachers can explain how a child aligns with grade-level expectations, our messaging to students stays focused on growth: “Here’s where you are. Here’s what you’re working on next.”
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🔹 Reading & Writing
The whole class might be studying historical fiction, but in small groups, students explore very different goals—like comparing themes, analyzing an author’s message, or discussing how characters reflect (or misrepresent) historical events
Students use post-it notes to flag reactions and prepare discussion points—bringing voice and purpose to small-group conversations
In writing, everyone may be crafting personal narratives—but their small group goals might range from adding elaboration and refining leads to working on paragraph structure, conventions, or writing with voice
This is real 21st-century learning: analytical, collaborative, and personalized
🔹 Math
Our math program follows a structured progression using textbooks and workbooks, but pacing is flexible
Students are grouped based on readiness, not grade, and may advance ahead or revisit key concepts as needed
Even within the same workbook, students work at different speeds and with different levels of complexity
Teachers regularly offer challenge problems that stretch thinking—emphasizing conceptual understanding, not just speed or volume
🔹 Science, Social Studies & Enrichment
These subjects follow a two-year cycle so all students access the full scope of learning
Lessons are interdisciplinary and project-based, encouraging real-world application
Students build, create, present, and reflect—developing skills like synthesis, evidence-based reasoning, and perspective-taking
Animal studies, STEM, instrumental music, and other enrichment offerings make learning truly come alive
🔹 ERB Standardized Testing
Upper Elementary students take the ERB, a norm-referenced test used by independent schools nationwide
Unlike public school tests, ERBs show how a student performs across all academic areas compared to students in other private schools
This helps families see how their child is progressing in a high-performing peer group—once again reinforcing our view: grade-level benchmarks are just the floor
🌱 A Four-Year Arc of Growth, Confidence, and Readiness
Upper Elementary isn’t a bridge—it’s a culmination.
This is where the strong foundations built in the early years come into full focus. Where students learn to think deeply, work independently, speak up, collaborate meaningfully, and follow their curiosity with confidence. It’s where our portrait of a fifth grade graduate truly begins to take shape—not just academically, but in social-emotional maturity and personal development.
We’re incredibly proud of this program.
It reflects the best of what education should be:
Rooted in relationships
Powered by intentional design
Responsive to the whole child
Built to help every learner move toward their highest potential
Still curious?
This model is best understood not just by reading about it—but by seeing it in action. We invite you to join us for a tour, observe our classrooms, and experience firsthand how this approach supports high levels of academic achievement and equally strong social and personal development.
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Have questions or want to learn more? We're always happy to connect—reach out anytime.
