Academic and Social Emotional Program
LANGUAGE ARTS
Language Arts at PS1 is designed to prepare students for any reading and writing task, fostering life-long, confident readers and writers. Our program is grounded in the science of reading and writing, using research-based methods to meet the individual needs of each learner. Through explicit instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension, students develop the skills necessary for proficient reading. Additionally, writing instruction emphasizes structured approaches to composition, grammar, and the writing process. Students learn to speak, listen, read, and write with purpose, deepening their understanding and contributing meaningfully to others’ knowledge.
READING
At PS1 Pluralistic School, we prioritize nurturing a life-long love of reading while supporting all facets of reading development. Recognizing that each student’s journey is unique, we provide a structured, systematic,and cumulative approach to literacy instruction. Students engage with reading for pleasure, learning, and information-gathering. We honor the diverse range of reading abilities students bring to school, meeting each learner at their individual level.
Our structured literacy program is built on evidence-based practices and incorporates explicit, multi-sensory instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension strategies. This sequential and cumulative approach ensures that students not only develop fluency and a deep understanding of texts, but also grow their confidence and joy in reading. Reading is seamlessly integrated into the school day and encouraged as a meaningful and joyful daily practice at home.
WRITING
At PS1, we believe that every student is an author. From the earliest stages, students are supported in expressing their ideas through writing, with developmental spelling and dictation serving as natural entry points for younger learners. Our writing curriculum is rooted in the latest research from Columbia University’s Teachers College Writing Workshop model, which emphasizes the importance of finding one’s voice as a writer and views writing as a craft that develops over time.
Aligned with a growth mindset, we encourage students to embrace the full writing process—pre-writing, drafting, revising, editing, proofreading, and publishing a final draft—while viewing each piece of writing as part of their journey toward mastery. As Lucy Calkins, founder of the workshop model, reminds us, "Writing doesn’t begin with deskwork, but with lifework." At PS1, writing is about making meaning, not merely recording information, and it prepares students to communicate effectively and thoughtfully in all areas of their lives.
SPEAKING AND LISTENING
PS1 students grow into confident communicators and attentive listeners, two skills integral to our pluralistic mission. The development of public speaking and active listening is embedded across the curriculum, allowing even the quietest voices to emerge with confidence. We prioritize the sharing of ideas and encourage students to build on each other’s thoughts through collaborative discussions. Whether the students are engaging with teachers, participating in group work, or addressing the entire school community during Circle Time, they are consistently developing their ability to express their thoughts, listen thoughtfully, and engage in respectful discourse. At PS1, we believe that fostering these essential communication skills is foundational to participating in a democratic society and essential for personal growth.
MATH
PS1’s math program is designed to foster a positive math identity and empower students with a deep understanding of mathematical concepts. All students are known as competent mathematicians and will be supported to extend their learning. Students are taught to construct meaning of mathematical concepts through critical thinking, problem solving, developmentally appropriate models, meaningful discourse, creativity, and more. By utilizing the ways children naturally make sense of math, they are positioned to make connections, think flexibly, understand complex topics, and progress forward.
Students in Kindergarten-5th Grade use Contexts For Learning Mathematics. This is a comprehensive curriculum aligned to the Common Core State Standards. It was built around author Cathy Fosnot's developmental learning trajectories, which identify the most important big ideas, strategies, and models in mathematics. This curriculum provides incredibly rich opportunities for students to see themselves as “mathematicians at work.” Their needs will be met and their learning will be extended no matter where they are on their math journey. Students will develop and demonstrate conceptual understanding, procedural fluency, and application through the carefully constructed lesson structure. They will investigate open and intriguing contexts from their lived world, and build fluency and automaticity through strings of related problems.
6th-grade students use Illustrative Mathematics, a curriculum which is also aligned with Common Core State Standards. Engaging students in rich, problem-based tasks, this curriculum sparks discussion and discovery. Its intentional lesson design promotes mathematical understanding and fluency for all students. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language.
Above all, students find joy in making sense of the math that is all around them. Click below to learn more about Contexts for Learning through the clusters and to hear an overview of the program.
Math Overview By Cluster
COMMUNITY AND ENVIRONMENT
To better reflect our evolving and innovative educational experiences, we’ve redefined traditional subjects such as Social Studies, Science, Social Justice, History, and Environmental Studies under the unified umbrella of Community and Environment. This integrated approach captures the essence of our commitment to fostering a holistic learning environment for our students.
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SCIENCE
We take a three-pronged approach to our science curriculum that follows the Next Generation of Science Standards (NGSS). The majority of the design and engineering work occurs in The Studio, the majority of the disciplinary core ideas lessons happen in the classroom. Students learn to observe, record, hypothesize, examine and experiment to develop their scientific problem-solving skills. The school addresses a broad scientific theme every year, and the themes rotate between Physical/Earth Science and Life Science. Within these broad themes, NGSS are chosen, and clusters follow the associated learning goals. Students maintain detailed science journals that they use to record their science learning and retain throughout their years at PS1.
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SOCIAL STUDIES
A Social Studies theme is often the connecting question or concept in a Cluster’s transdisciplinary study, informing classroom activities, Learning Expeditions, Literature, Geography, and more. Social Studies themes follow a developmental trajectory. The youngest students learn about things that are close to them, such as families, identity, and heritage, and as the children get older their circles expand to the broader Santa Monica and Los Angeles community, then California, the United States, and our global community. This developmental trajectory follows students' widening awareness of themselves with the rest of the world. The social studies values we focus on throughout a child’s school experience are IDENTITY, STEWARDSHIP, CITIZENSHIP, COMMUNITY AWARENESS, SOCIAL JUSTICE, ENVIRONMENTAL AWARENESS, and GLOBAL AWARENESS.
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DIVERSITY, EQUITY & INCLUSION
We use the Learning for Justice Standards (LJS) to guide and anchor aspects of our interwoven curriculum. These standards were chosen specifically because they build developmentally from our Youngest to Oldest students. These standards have been in use in schools since 1991.
There are four domains in the LJS: Identity, Diversity, Action and Justice. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks four goals for anti-bias education in early childhood. These anti-bias education goals have been in practice since 1989. CLICK HERE to learn more about Learning for Justice and DEI at all grade levels at PS1.
SOCIAL EMOTIONAL LEARNING
Nurturing Social and Emotional Development at PS1
At PS1, social and emotional development is at the heart of everything we do. Since our founding in 1971, we've been committed to cultivating compassionate, responsible students who interact with empathy and respect. Our welcoming school environment ensures every child feels safe, valued, and ready to learn, allowing them to confidently take on new challenges.
We believe that for children to thrive academically and personally, they need to feel a strong sense of belonging and self-worth. This is why we focus on helping each student recognize their unique strengths and potential. From our youngest learners to our oldest students, we prioritize teaching emotional intelligence and interpersonal skills, understanding that these are just as crucial as academic knowledge.
At PS1, Social Emotional Learning (SEL) isn't an add-on; it's integrated seamlessly into our daily curriculum. This year, we are excited to introduce the Harmony SEL curriculum, which includes thoughtfully designed lessons, activities, and games to encourage collaboration and strengthen peer connections, further promoting students' emotional and social development. This evidence-based program utilizing a CASEL (Collaborative for Academic and Social Emotional Learning) framework equips students with practical tools and strategies to build essential SEL skills, such as self-awareness, self-regulation, social awareness, relationship-building, and responsible decision-making. By integrating these skills into the classroom, we create an environment where students feel recognized, involved, and empowered.
Our teachers skillfully weave SEL into everyday lessons, creating a holistic learning experience. For example, during group projects, students practice cooperation and effective communication. In reflective writing assignments, they explore their emotions and perspectives. Class discussions often include themes of empathy and ethical decision-making, helping students apply these concepts in real-life situations.
We also dedicate specific times for focused SEL activities, where students can delve deeper into understanding their emotions and building strong, positive relationships with their peers. By embedding SEL into our curriculum, we ensure that our students are not only academically prepared but also emotionally resilient and socially adept.
At PS1, we recognize that fostering social and emotional growth is key to developing well-rounded individuals who can contribute positively to their communities. We are proud of our commitment to creating an inclusive, supportive environment where every student can say, "I Am Somebody."
SERVICE LEARNING
Service Learning provides PS1 students the opportunity to experience first-hand how they can make a difference in the lives of others. Projects that benefit the community are an excellent way for students to learn about social responsibility, contribution, and stewardship. PS1 has a long history of supporting many groups in our area. Past service learning projects include working with organizations like the Santa Monica Animal Shelter, Salvation Army, Step up On Second, The Ocean Park Community Center, SOVA Food Pantry, Boys and Girls Club, Sunshine Retirement Home, and Access Books.
LEARNING EXPEDITIONS
We use the term Learning Expeditions because learning is not limited to that which occurs within the confines of a school. At PS1, our students include much of Southern California as part of their learning environment. Students at all grade levels frequently use the city of Los Angeles as their extended campus, linking concepts and ideas from the classroom to the community. Recent field trips include visits to the Santa Monica Library, the California Science Center's space shuttle Endeavor exhibit, Olvera Street's Dia de los Muertos altars, Baldwin Hills Scenic Overlook to learn about the water cycle, and of course the annual all-school camping trip to Leo Carrillo State Park.
TECHNOLOGY
Technology is a part of the daily life of the classrooms. Specific software is chosen to enhance learning as another tool for teachers. Specific skills such as keyboarding, word processing, and use of the Internet for research are taught. Students create multimedia presentations using iPads or computers. Technology is an integral part of the design and engineering projects that students produce in The Studio. They will use software to design something that they build on the 3-D printer. It is our goal that students become adept and confident with technology as the tools to stimulate and heighten their sense of imagination, discovery, presentation, and exploration.