About Our Program
“It is a most extraordinary school, and every child admitted …will learn more richly and deeply; they will be inspired to discover and use their own unique gifts to address the various learning projects that they have a hand in designing.
These are EXTRAORDINARY opportunities; this is how learning SHOULD take place.”
-Four Rivers Parent Survey
School Structure
Four Rivers is divided into three divisions:
- Division 1: 7th and 8th grades
- Division 2: 9th and 10th grades
- Division 3: 11th and 12th grades
Each grade of 38 students is divided into 2 sections per subject, keeping class sizes at 19 students or fewer.
A Typical Schedule
Morning Crew: In crews of 12, students start each day with their advisor. They circle up and might respond to an opening prompt or play a brief game before it’s time for classes. They will also end each day in crew.
Once a week or more, crews have a longer block of time together. On Thursday morning, each division gathers for Community Meeting.
Content Classes: Students rotate through content blocks in English, Social Studies, Math, Science, Wellness, and Spanish. They usually have each class 4 times per week: 3 50-minute blocks and 1 75-minute block. A typical day includes 5-6 content blocks.
In those classes, students may be working on long-term projects or interdisciplinary expeditions, discussing with peers, grappling with complex problems, conducting experiments, or perhaps learning from experts. Each day is different!
Lunch: When it’s time for lunch, the two grades in each division eat together in the Common Room, our main meeting space. Students often eat outside when the weather is nice, and sometimes even when it’s not!
Tribs: On Mondays and Fridays, students have Tribs classes. Short for “tributaries,” Tribs are music, nature, tech, and art. Div 1 students cycle through all the tribs offerings each year, and older students can choose their Trib each semester.
ASC and Tiered Support: Students have time in their schedule for ASC, which stands for Academic Support and Challenge. This is a perfect opportunity to get extra help from a teacher or work on homework. In Tiered Support blocks, they work in small groups on targeted skill development based on assessment data.
School-Wide Learning Outcomes
Mastery of Knowledge and Skills
KNOWLEDGE BUILDERS: Four Rivers students demonstrate a depth of knowledge, fluency with tools and techniques, and understanding of the concepts that are central to the subject areas they study.
INVESTIGATORS: Four Rivers students actively seek out, synthesize, and apply new information; they investigate topics through a variety of sources, ideas and viewpoints. Students design and test solutions to problems; they find multiple ways to solve a problem and analyze the effects of different solutions
CRITICAL THINKERS: Four Rivers students use evidence to support arguments and conclusions. They independently explain, analyze, synthesize and use information from different sources; they think creatively to look at information and ideas in new ways. Students approach problems with an open mind; they consider multiple perspectives. They make connections across subject areas.
COMMUNICATORS: Four Rivers students share passions, knowledge and ideas through speaking, writing, media, and art. Students craft organized, articulate, compelling, focused communication for defined purposes and audiences. They develop a personal and authentic voice.
Character
EFFECTIVE LEARNERS: Four Rivers students develop the mindsets and habits for success in college, career, and life (e.g.,responsibility, perseverance, problem-solving, collaboration). They employ strong Habits of Work and Learning (HOWLs), reflect on themselves as learners, advocate for their academic needs, and persevere through struggle and challenge. They stretch beyond their comfort zone.
ETHICAL PEOPLE WHO CONTRIBUTE TO A BETTER WORLD: Four Rivers students treat others well and have the courage to stand up for what is right. They demonstrate personal and academic integrity; they show respect for themselves and others in what they say and do; they show compassion for all members of the community. Four Rivers students put their learning to use to increase sustainability and improve communities through service and citizenship.
High-Quality Work
Four Rivers students create authentic work that demonstrates original thinking and voice, connection to real-world issues and formats, and meaning to communities beyond school.
They create complex work that demonstrates their mastery of knowledge and skills.
Four Rivers students create work with craftsmanship, accurate and beautiful in conception and execution.
Supporting Multilingual Learners
At Four Rivers, multilingual learners are supported to fully access and contribute to a community grounded in deeper learning, belonging, and high-quality work.
Students identified for English Language Education (ELE) services participate in a Sheltered English Immersion (SEI) program in alignment with Massachusetts law (M.G.L. c.71A).
Our approach includes:
- English Language Development (ELD): Targeted instruction with a licensed ESL teacher focused on listening, speaking, reading, and writing
- Sheltered Content Instruction: Core classes are designed to make academic content accessible while building language skills, with collaboration between ESL and classroom teachers
Students are identified and placed using multiple measures, including the Home Language Survey, classroom observations, and WIDA assessments. Services may be provided through a combination of push-in and/or pull-out support.
Multilingual learners are fully included in expeditions, fieldwork, Crew, electives, and extracurricular programs. Interpretation and translation services are available to ensure meaningful access for students and families.
Special Education Services and Inclusive Practices
Four Rivers provides special education services in accordance with state and federal laws, including M.G.L. c.71B and the Individuals with Disabilities Education Act (IDEA).
We are committed to an inclusive model, where students with disabilities are full members of the learning community.
Our program includes:
- Participation in general education classes to the greatest extent appropriate
- Collaboration between special education and general education teachers
- Access to specialized instruction, accommodations, modifications, and related services
Students receiving special education services have full access to expeditions, fieldwork, Crew, electives, and extracurricular opportunities. Our goal is to ensure every student is known, supported, and challenged.
Four Rivers Charter Public School is required to adhere to the federal requirement: Child Find. We are required to identify, locate and evaluate all children with disabilities, regardless of the severity of their disabilities. The obligation to identify all children who may need education services, includes all children who are suspected of having a disability including children who receive passing grades.
If you are concerned that your child may have a disability or have questions about any special education processes please call the Director of Student Services, Jordan Abbott at 413-775-4577, ext. 113.
The Four Rivers Charter Public School Student and Family Handbook includes:
Evaluation and Placement Procedures
Procedures for the evaluation and placement of students who need or are believed to need special education or related services pursuant to Section 504 and Title II.
- Four Rivers Charter Public School (FRCPS) will conduct a thorough evaluation, by trained professionals of any student suspected of having a disability. The timely evaluation will be conducted before the student’s initial placement and prior to a subsequent significant change in placement.
- If a parent of a FRCPS student requests a Section 504/IEP evaluation, a team meeting will be held to determine what the suspected disability is and what evaluation shall be undertaken to determine whether the student is eligible under Section 504 and what, if any, special education and related aids and services the student may need.
- FRCPS will collect all evaluative data concerning a student’s suspected disability and will not delay an evaluation while waiting for relevant information from a parent or agency.
- All assessments and evaluations will be administered by trained personnel and will be reliable and valid for the purposes for which they are used.
- In making eligibility decisions, the team will determine whether a student has a mental or physical impairment that substantially limits one or more major life activities.
- All placement decisions will be made by professionals who have knowledge about the student, the evaluation data and the placement options.
- All placement decisions will be based on information from a variety of sources, with information from all sources being carefully considered and documented.
- All students who are determined to be in need of a 504 Accommodation Plan or IEP will be evaluated every three years, prior to any change in placement or before being exited from a 504 or IEP.
- FRCPS will adhere to all timeframes as outlined by 603 CMR 28.00 Special Education Regulations. We will use those time frames to guide our timely evaluation and team meetings of our students who may be or who are eligible for 504 plans.
- Parents will be provided with procedural safeguards at each decision point regarding identification, evaluation and placement of a student.
How Supports Show Up Day-to-Day
Support at Four Rivers is integrated into the daily student experience.
You will see this through:
- Crew (Advisory): A consistent space for connection, goal-setting, and advocacy
- Tiered Support Blocks: Scheduled time for targeted support and enrichment
- Inclusive Classrooms: Co-planning and co-teaching to support diverse learners
- Data-Informed Instruction: Teams use multiple measures to adjust instruction and supports
- Expeditions & Fieldwork: Authentic learning experiences with scaffolds to ensure access for all learners
District Curriculum Accommodation Plan (DCAP)
Our District Curriculum Accommodation Plan (DCAP) outlines how we support a wide range of learning needs within the general education setting.
The DCAP:
- Guides teachers in providing accommodations, differentiation, and acceleration
- Ensures all reasonable efforts are made to support students before additional referrals
- Reflects our commitment to collaboration, family partnership, and equitable access
It serves as both a tool for educators and a resource for families to understand how support is designed and delivered at Four Rivers.👉 [View our current DCAP]
Who to Contact
We value strong partnerships with families and encourage you to reach out with questions or to learn more about how we support your child.
- Director of Student Services
Oversees special education and multilingual learner programming, including IEPs, 504 Plans, and ELE services - Crew Advisor (Advisor/Teacher)
First point of contact for questions about your child’s day-to-day experience, progress, and supports - Main Office
Can help connect you to the appropriate staff member and arrange interpretation or translation services if needed