Integrative Learning Academy is a Christ-centered K-5 microschool fostering diverse thinking, inclusion, autonomy, and engagement. Using a strength-based approach, we strive to heal past school trauma and empower students to see themselves as inquisitive and capable learners.
As a former public school teacher, Frevert founded Integrated Learning Academy in 2021 to fill the gap in education for neurodivergent learners. Located in Peoria, AZ, the microschool has grown from 10 students and one teacher to 18 students, a long waitlist, two teachers and a paraprofessional for the upcoming school year.
ILA provides an inclusive learning environment where neurodivergent students learn alongside their typically developing peers. In doing so, both groups of students learn empathy, compassion, and understanding for all people.
What is one unique (or uncommon) feature of your microschool experience your learners and families tell you they especially value?
Families and students appreciate the small, family feel of our school community. We enjoy our time together for field trips, project nights and after school play dates. The majority of our students continue with us for multiple years, and because of this, the special bond that is developed between students, teachers, and families has been incredible to experience.
What is one favorite aspect of your work that would have been especially difficult to deliver in traditional school settings?
In our school, we are able to provide a sensory-friendly environment that isn’t something a typical public school can offer. Our motto is “regulation before expectation.” Teachers at ILA understand that regulation is required before learning can occur and as such, we place a large emphasis on helping our students self-regulate. All students, not just those with IEPs and 504’s, have access to many tools and resources to help regulate their bodies so they are able to focus on learning and appropriate social interactions.
Share a story about what success looks like in your microschool! No need to name specific children, but stories of thriving are always welcomed!
One of our students came to us from a private school where his social and academic needs weren’t being met. He is austistic along with other genetic disabilities that impact his attention and ability to learn. In his previous school he was bullied and often felt lonely with few to no friends. He wasn’t seen as a learner capable of being included in classroom activities. He was actually regressing both socially and academically. His mom was desperate to find an inclusive school that met his needs and allowed him the ability to socialize with peers and yet learn at his pace.
He joined our microschool this past fall and we were so excited to see him thrive in our unique environment. After one year at ILA he made well over one year’s worth of academic growth and socially he made incredible gains in making and maintaining friendships. In fact, he was voted ‘Funniest Student’ at the end of the year for his hilarious dad jokes that leave us all in stitches. Every day during our ‘peaks and valleys’ (where we talk about the highs and lows of the day) he would say his low was having to leave his friends at school. Equally, our typically developing students seek him out to play, miss him when he’s not at school and genuinely enjoy his friendship and the joy and laughter he brings to the classroom.
What is one piece of advice you give new microschool founders?
Join a network of like-minded teacherpreneurs to help support you, cheer for you and cry with you. Surrounding yourself with fellow educators who are navigating the waters with you makes all the difference.
Please describe one facet of your microschool’s experience that you’d like people to think of when your microschool comes up in conversation.
I would like for people to think of our model as innovative, reimaginative, and life-changing. I hope to be recognized as being on the forefront of inclusive education.