Our Approach

Our educational program is designed to honor the developmental milestones and stages of the school-age child. According to the developmental psychologist Erik Erikson, in elementary school, children are trying to develop a sense of self-worth by refining their skills. This translates into the classroom by creating an environment where progress is measured by comparing each child’s learning and growth to themselves over time, rather than all children being expected to achieve the same result at the same time. This emphasis on individual goals and progress is set within the framework of the state standards. The dual emphasis on progress and individuality means that students who are not mastering literacy skills are able to join small groups and get the support they need to gain those skills. Especially in the early grades when reading and mathematical skills are being introduced, teachers need to address many skill levels within one classroom. By providing individualized attention, varied forms of instruction, and having small, focused group instruction, we set the stage for students to make academic progress. As students grasp concepts and master skills, they become more confident and engaged in their learning. 

Since our experiences with Covid, we have emphasized social and emotional skills that enable students to be ready to learn. We have implemented Conscious Discipline and Restorative Justice practices, which emphasize community and natural consequences of breaking trust within the community. Current research (Jones and Doolittle, 2017; Mahoney et al, 2018 and Kim et al, 2024) shows that emotions are central to learning and must be addressed in order for students to be successful learners. Building in social and emotional curriculum to the structure of what we do has been integral to our educational approach. 

Children participate in a well-rounded curriculum that includes instruction in academic fields such as science, language arts, mathematics, social studies, and foreign language. Arts such as music, drawing, sculpture, painting, crafts, handiwork, and gardening are also an integral part of the curriculum. Time for play and physical movement are structured into each school day. Students use technology to reinforce learning, do research, and present projects. An effort is made to introduce cultural diversity into all core academic subjects, arts, and physical education. We have a Native American Program that highlights local tribes, traditions, and skills, with invited guest speakers and regular reading of books by and about Native Americans.

Students may come to school early for our Before-School Program to eat a light breakfast and play games or socialize before school. Our popular After-School Program, which is now donation-based, has grown into an amazing place for students to learn, build friendships, and express themselves. The after-school program provides snacks, homework help, outdoor and indoor games, and many opportunities for hands-on activities centered around the arts, nature, culture, technology, and community. The program is a great help to families whose work schedules do not allow pick-up at dismissal time and is greatly valued by families seeking enrichment activities for their children. The availability of food before and after school supports children who are experiencing food insecurity at home.

Willits has a robust Hispanic community and all grades at WECS receive daily instruction in Spanish language from a credentialed teacher, as well as weekly art instruction taught in Spanish by the same teacher. In both classes, students not only practice conversational and written Spanish, but also learn about Spanish-speaking cultures around the world. Fluent Spanish speakers also have an ‘advanced Spanish’ class once a week tailored to their interests and provides opportunities for them to further develop their speaking, reading, and writing skills. Spanish is the primary language of focus in second-language instruction because we believe that fluency in Spanish is essential for success in the changing demographics of California. Other languages are brought into the classroom when appropriate to the cultural heritage of the student body or topics of study. 

Our charter school has a strong emphasis on community. Students develop the skills needed to relate to others, listen effectively, and see themselves as part of a larger entity. Students are encouraged to be involved in their school, local, regional, and global communities. 

Parents are actively involved with their child’s education through parent volunteering. WECS recognizes that parents are a student’s first teachers and play a vital role in their student’s educational progress. It is with this understanding that WECS parents are encouraged to volunteer in classrooms, on field trips, and for special events. 

WECS understands that special circumstances may prevent some families from volunteering their time. No consequences regarding a student’s enrollment or participation in school programs will occur if a parent does not participate by volunteering. No student shall be dis-enrolled from WECS due to a parent or guardian’s failure to contribute volunteer service hours. 

The WECS fifth-graders are "big buddies" to the second-graders, so fifth-grade teacher Megan Wolf had her students teach the second-graders what they had recently learned about the science of mixtures and how to make a solutions. The two teachers collaborated so that the fifth-grade students could help second-graders hypothesize how to separate the salt from the water in a saltwater solution. 

As this month's Science Fair approached, Felton’s second-graders began using the scientific method to do a controlled experiment, starting with a hypothesis, designing an experiment, looking at variables, and recording data. They will end by analyzing their results and drawing conclusions before sharing their experiment with other classrooms -- always the final step in the project-based learning model that WECS embraces.

The exploration continued with a classroom presentation by second-grade parent Vince Sims, a glassblower with a vast collection of crystals and stones. "When parents share their expertise in the classroom, student learning deepens," says Felton. "They forget they are in school and get wrapped up in the experience." Felton has also planned a field trip to George’s Geodes and Gem Store at 600 S. Main Street to show students even more examples of crystals.