One of the most innovative education programs in the world is right here in Lincoln, NE! As I scroll my LinkedIn Account and read daily news articles on education innovation, I can't help but think... Man we have one of the best schools in the world right here in Lincoln, Nebraska!
In an attempt to understand where each of our prospective families is coming from, I make a point of asking our all our families who tour our school in southwest Lincoln, "what is one thing you wish you would have had the chance to learn in school?" I also posted this on my social media accounts recently and despite the wide variety of answers, without exception I find myself answering the same way... We do that here at our private school. Seeing what other thinkers are wishing for in education like what Trevor Soponis, PhD posted recently, “We need new models of learning. … it’s about empowering students to not move at the speed of the teacher or their classmates. Or even study the same thing,” has prompted me to realize what we have here at Infinity School. I’m seeing big dreams for interdisciplinary programs, high schools that don’t make teenagers start at 8am, and hopes to see the programs not revolve around a curriculum that is painfully outdated. Guess what, we’re already doing all of that here! Reading all of these posts on LinkedIn and wishes for change in education, I’ve really been thinking about what “education innovation” means. To me, innovation is a process of questioning, reinventing, and trying. It is asking big questions that we might not like the answers to in our pursuit of removing old ways of thinking to make room for new ways of growth. Education Innovation questions are ones like these:
I also believe that innovation in education is about creating systems and processes that make it possible for the program to essentially run itself. And putting the ability to change these systems in the hands of those they most affect — the learners. Over the past five years I have watched the handful of brave six to eight-year-olds who walked through our doors on the day we opened from thinking inside the public school box to people who can project manage, lead others even when a few of those others are difficult and not contributing, ask incredible questions, and do tough things. And they are happy. This handful of learners five years ago has grown to almost forty children and youth doing school differently. When we ask them what they like the most about this program, we usually hear two things: I love the freedom to be myself and learn how I learn, and all the adults are really nice here. We don’t hear about how innovative we are or about the myriad of things we have done to make this program one of the leading systems in education. These Eagles simply know that they matter and that their love of learning continues to grow. Maybe that’s truly what education innovation is about. Andrea Co-founder & Director of Acton Academy Infinity Originally blog published on Infinity School Blog
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WHAT SETS ACTON APART FROM
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Acton Academy Lincoln
A learner-driven private school in Lincoln, Nebraska. We offer a truly different approach to school. Supported by the latest in technology and cognitive science, we move beyond the traditional tools of lectures, homework, high-stakes tests, and grades. At Acton Academy Lincoln, students K-8 learn in collaborative classrooms of multi-age learners. Our flexible approach challenges each student with their differentiated learning plan and inspires them through real-world projects.
Learn more by watching this video.
"What is your Curriculum?"
One of the top questions we are asked by parents when touring our private school in Lincoln, Nebraska is "what curriculum do you use?"
While we utilize Montessori elements and the latest in game-based adaptive software, the "curriculum" at Acton Academy Lincoln can seem confusing; especially when learners are allowed to work at their own pace on core skills programs and our real world projects look nothing like traditional subjects that fit nicely into a textbook.
When asked about curriculum on tours, I like to quote fellow Acton owner, Matt Beaudreau:
While we utilize Montessori elements and the latest in game-based adaptive software, the "curriculum" at Acton Academy Lincoln can seem confusing; especially when learners are allowed to work at their own pace on core skills programs and our real world projects look nothing like traditional subjects that fit nicely into a textbook.
When asked about curriculum on tours, I like to quote fellow Acton owner, Matt Beaudreau:
Our most important curriculum is fostering self-awareness from having tried a number of things and developing self-confidence from actually having pulled through doing hard things that mattered.
-Matt Beaudreau | Acton Placer Founder
That said, below are four principles that form the foundation for our learning design at Acton Academy Lincoln.
1. First, Make it Fun.
Job number one is to make it fun to be part of the community. If the Lions want to belong to the tribe, they will accept hard work and the Hero’s Journey as the price of membership, deeply imbedding the core belief that Grit matters more than IQ for heroes in the long run.
Plus, motivated Lions work at 10X the rate of average students.
Plus, motivated Lions work at 10X the rate of average students.
2. Focus on Core SKills.
Reading, writing (communication) and math are fundamental tools for decision making and critical thinking.
Reading: First, make reading fun and enjoyable (see point number one above.) Allow Lions to read anything they want. Once Lions love to read, you can offer more challenging ideas, authors and genres.
Hint: Never mention the word “classic.” Sadly, many children define "classic” as “a boring book that grown-ups make you read.” You can and should offer Great Books; just be careful what you call them.
Writing (Communication): Make writing fun by starting with journaling or lighthearted creative writing. Start early with Socratic discussions. Always write or communicate for a reason, usually as part of an exhibition, so that quality matters to the Lions. Over time, offer more difficult challenges and genres. Use peer critiques to boost motivation; Lions will write and revise a great deal if they can share with friends.
Handwriting and spelling will come over time, but giving Lions incentives to improve these earlier helps some parents relax. Grammar is different. Too much early emphasis on grammar can kill the joy of getting thoughts and emotions on paper. If Lions care about writing and communicating, better grammar will come.
Math: Khan Academy and other game based adaptive programs like Beast Academy make math curriculum a breeze, so you can focus on motivation and including math in real world projects.
Civilization: Find articles, videos and ethical dilemmas that put the Lions in the shoes of a heroic decision maker, require them to take a firm stand and debate the alternatives in a Socratic Discussion.
Lions are competitive by nature. Ask them to track and post the results for the Core Skills activities above, and deep learning will happen.
3. Add Quests for 21st Century Skills
If you are confident that the Core Skills are being mastered, you can add Quests to master 21st Century skills and subjects like Science. A Quest is nothing more than a series of hands-on, real world projects that contain a narrative and a public exhibition at the end.
Start with simple Quests first. Then add more complex Quests. Once you have a sense of what makes a great Quest, simplify again. Then hand over Quest creation to your Lions.
4. Real World Apprenticeships
As soon as possible, ask Lions to begin real world apprenticeships – often as early as ten years old. This includes each Lion considering his or her individual gifts and talents; activities that bring joy or “flow,” and the irresistible opportunities or terrible injustices that inspire a young hero.
Challenge Lions to identify and pitch apprenticeship opportunities themselves, with as little help as possible from adults. There’s nothing quite as freeing as knowing you can identify and land your next adventure in life, all by yourself.
Lion Driven Learning Communities offer a rich tapestry of collaborative discovery with serious rigor, as young heroes negotiate collaborating and learning with Running Partners and in small groups. But “self organized” doesn’t mean chaos; in fact, it usually requires a rigorous set of rules and natural consequences. Embracing the principles above allows the chaos at Acton Academy to (usually) have an upward trajectory, and to self correct when it doesn’t.
Reading: First, make reading fun and enjoyable (see point number one above.) Allow Lions to read anything they want. Once Lions love to read, you can offer more challenging ideas, authors and genres.
Hint: Never mention the word “classic.” Sadly, many children define "classic” as “a boring book that grown-ups make you read.” You can and should offer Great Books; just be careful what you call them.
Writing (Communication): Make writing fun by starting with journaling or lighthearted creative writing. Start early with Socratic discussions. Always write or communicate for a reason, usually as part of an exhibition, so that quality matters to the Lions. Over time, offer more difficult challenges and genres. Use peer critiques to boost motivation; Lions will write and revise a great deal if they can share with friends.
Handwriting and spelling will come over time, but giving Lions incentives to improve these earlier helps some parents relax. Grammar is different. Too much early emphasis on grammar can kill the joy of getting thoughts and emotions on paper. If Lions care about writing and communicating, better grammar will come.
Math: Khan Academy and other game based adaptive programs like Beast Academy make math curriculum a breeze, so you can focus on motivation and including math in real world projects.
Civilization: Find articles, videos and ethical dilemmas that put the Lions in the shoes of a heroic decision maker, require them to take a firm stand and debate the alternatives in a Socratic Discussion.
Lions are competitive by nature. Ask them to track and post the results for the Core Skills activities above, and deep learning will happen.
3. Add Quests for 21st Century Skills
If you are confident that the Core Skills are being mastered, you can add Quests to master 21st Century skills and subjects like Science. A Quest is nothing more than a series of hands-on, real world projects that contain a narrative and a public exhibition at the end.
Start with simple Quests first. Then add more complex Quests. Once you have a sense of what makes a great Quest, simplify again. Then hand over Quest creation to your Lions.
4. Real World Apprenticeships
As soon as possible, ask Lions to begin real world apprenticeships – often as early as ten years old. This includes each Lion considering his or her individual gifts and talents; activities that bring joy or “flow,” and the irresistible opportunities or terrible injustices that inspire a young hero.
Challenge Lions to identify and pitch apprenticeship opportunities themselves, with as little help as possible from adults. There’s nothing quite as freeing as knowing you can identify and land your next adventure in life, all by yourself.
Lion Driven Learning Communities offer a rich tapestry of collaborative discovery with serious rigor, as young heroes negotiate collaborating and learning with Running Partners and in small groups. But “self organized” doesn’t mean chaos; in fact, it usually requires a rigorous set of rules and natural consequences. Embracing the principles above allows the chaos at Acton Academy to (usually) have an upward trajectory, and to self correct when it doesn’t.
Originally posted on "The Eagles of Acton" Blog
You can read more from this blog here.
A question we commonly hear at our Private School in Lincoln, Nebraska is: “How is your school different from a Traditional Montessori school?”
As we prepare to open a more traditional Montessori Studio in the Fall to compliment our Elementary and Middle School Studios, we thought it would be great to share this article from a fellow Acton Academy owner. They explain their experience as parents with a top-rated Montessori school near them and opening an Acton Academy similar to our school in Lincoln, NE.
As we prepare to open a more traditional Montessori Studio in the Fall to compliment our Elementary and Middle School Studios, we thought it would be great to share this article from a fellow Acton Academy owner. They explain their experience as parents with a top-rated Montessori school near them and opening an Acton Academy similar to our school in Lincoln, NE.
The following has been adapted from their original article. We added our specific name and city where applicable.
What are the Main Differences Between Montessori and Acton Academy Programs?
We relied on the experience of having both of our children attend a wonderful Montessori program as toddlers and preschoolers, our own research on this topic, as well as the input from other Acton Academy owners who have also spent time contemplating the answer to this question. We certainly share many values of the Montessori system and care greatly for our friends who run and work in these schools.
A common response to this question from other Acton owners is that Acton Academy is almost like a Montessori 2.0 or Montessori for the 21st Century. While Acton Academies do believe in many of the principles espoused by Maria Montessori (respect of the child, self-learning/freedom of choice, multi-age classrooms, a prepared environment and teachers as guides, to name a few), there are significant differences between the programs as well.
It is important to note that not all Montessori schools are officially licenced so there is some variation in the style of programming delivered. Similarly, each Acton Academy is independently owned and operated as well so absolute generalizations cannot be made.
With that in mind, here are some specific distinctions that make an Acton Academy a unique learning environment compared to a Montessori school.
A common response to this question from other Acton owners is that Acton Academy is almost like a Montessori 2.0 or Montessori for the 21st Century. While Acton Academies do believe in many of the principles espoused by Maria Montessori (respect of the child, self-learning/freedom of choice, multi-age classrooms, a prepared environment and teachers as guides, to name a few), there are significant differences between the programs as well.
It is important to note that not all Montessori schools are officially licenced so there is some variation in the style of programming delivered. Similarly, each Acton Academy is independently owned and operated as well so absolute generalizations cannot be made.
With that in mind, here are some specific distinctions that make an Acton Academy a unique learning environment compared to a Montessori school.
Consistent Progressive Education Goals vs. Focus on Early Years
Maria Montessori seemed to invest her genius in preschool-aged children and early childhood development. Acton owner Kai Olderog had this to say: “She designed it for those ages and placed an enormous amount of trust in children that age to be responsible for their environment and capable of doing amazing work.”
The Montessori programs offered for older children weren’t necessarily developed by Maria Montessori and have been formed by individual programs wanting schooling for higher ages. As a result of this distinction, many Montessori schools add more traditional elements to their programs as the children get older; this actually leads to decreased responsibility in the higher grades. At an Acton Academy, our Hero’s are given more responsibility as they get older and are heavily involved in self-management, leadership, and self-government of their learning environments.
Having said that, our school and many other Acton Academies accept students at age six or seven so we often rely on, recommend, and partner with local Montessori programs for the toddlers and preschoolers who will come to our school at that older age.
The Montessori programs offered for older children weren’t necessarily developed by Maria Montessori and have been formed by individual programs wanting schooling for higher ages. As a result of this distinction, many Montessori schools add more traditional elements to their programs as the children get older; this actually leads to decreased responsibility in the higher grades. At an Acton Academy, our Hero’s are given more responsibility as they get older and are heavily involved in self-management, leadership, and self-government of their learning environments.
Having said that, our school and many other Acton Academies accept students at age six or seven so we often rely on, recommend, and partner with local Montessori programs for the toddlers and preschoolers who will come to our school at that older age.
The Focus on Mastery + Use of Technology
At an Acton Academy, a large emphasis is on the development of mastery when learning Core Skills (reading, writing, math, and spelling). We utilize tools, at times technology-based, that allow our students — we call them “Heroes” — to learn at their own pace and individually. We continually seek the most efficient ways to enable this, and many Acton Academies incorporate other paper-based tools (Singapore Maths, Writer’s Workshop, for example) to find the best means to achieve our ultimate goal.
Technology is one tool we use to allow this kind of learning to take place. For the most part, Montessori programs have a reflexive policy against the use of technology in the classroom.
Jeff Sandefer, the co-founder of Acton Academy said this about our program: “Acton isn’t pro-technology, but we use powerful game based programs for areas like Math, as well as relying on the internet to bring experts and the world to us. We don’t dismiss technology out of hand. If it’s a useful tool, process or habit, we use it, whether its Khan Academy or a walk in the park.”
Technology is one tool we use to allow this kind of learning to take place. For the most part, Montessori programs have a reflexive policy against the use of technology in the classroom.
Jeff Sandefer, the co-founder of Acton Academy said this about our program: “Acton isn’t pro-technology, but we use powerful game based programs for areas like Math, as well as relying on the internet to bring experts and the world to us. We don’t dismiss technology out of hand. If it’s a useful tool, process or habit, we use it, whether its Khan Academy or a walk in the park.”
Socratic Method vs. Group Discussions
Acton Academies emphasize the use of the Socratic Method in educating our students. This differs from the group discussions led by teachers, which Montessori programs encourage. The Socratic method, with the use of active questioning in order to draw out and clarify one’s thinking, is a vehicle for developing critical thinking skills, stimulating critical reflection, and developing depth of character. Although group discussions are better than lectures, often the teacher is still in the role of ‘expert’ and this can limit the robustness of thought required by the students.
Ability to Apply Learning to the Real World
Real world preparation includes a need to adapt to a place influenced greatly by technology, a continual shift in knowledge, and a rapidly changing landscape. We just don’t know what kind of future our children will face so developing useful skills and a critical thinking approach is extremely important moving forward.
The Acton Academy system is focused on preparing our Lions to find their own calling in the real world. We continually help our students in this regard in multiple ways:
1. The use of the Hero’s Journey heuristic as a way of using stories as a backdrop for learning, and in understanding that they themselves are on their own journey
2. Bringing in guests to discuss their Hero’s Journey and demonstrate the challenges everyone faces on their life’s path
3. The use of Quests as structured real-world challenges that create real world accountable results, much like project-based work
4. The use of Apprenticeships as Eagles get older to make the world their classroom
5. The focus on entrepreneurship, leadership, and self-management
6. An emphasis on character development and the concepts that allow our Hero’s to do their best – Curiosity, Gratitude, Grit, Growth Mindset, Optimism, Purpose, Self-Control, Social/Emotional Intelligence, and Zest
At an Acton Academy, we continually focus on relating lessons and tasks to the real-world in order to give our Hero’s the skills, abilities and confidence to succeed in whatever field they choose. The focus is on the process of learning, not just the content of it, thus enabling them to be ready for whatever the future may bring.
The Acton Academy system is focused on preparing our Lions to find their own calling in the real world. We continually help our students in this regard in multiple ways:
1. The use of the Hero’s Journey heuristic as a way of using stories as a backdrop for learning, and in understanding that they themselves are on their own journey
2. Bringing in guests to discuss their Hero’s Journey and demonstrate the challenges everyone faces on their life’s path
3. The use of Quests as structured real-world challenges that create real world accountable results, much like project-based work
4. The use of Apprenticeships as Eagles get older to make the world their classroom
5. The focus on entrepreneurship, leadership, and self-management
6. An emphasis on character development and the concepts that allow our Hero’s to do their best – Curiosity, Gratitude, Grit, Growth Mindset, Optimism, Purpose, Self-Control, Social/Emotional Intelligence, and Zest
At an Acton Academy, we continually focus on relating lessons and tasks to the real-world in order to give our Hero’s the skills, abilities and confidence to succeed in whatever field they choose. The focus is on the process of learning, not just the content of it, thus enabling them to be ready for whatever the future may bring.
Ongoing Improvement to Achieve our Educational Goals
An Acton Academy has, at its core, the mission to enable our Hero’s to Learn to Learn, Learn to Do and Learn to Be, along their path of finding their own calling. The program has been developed with this goal in mind and therefore there is constant reflection on what is working and what is not, so continual improvements can be made as needed. The Montessori Method is a specific educational philosophy in and of itself, and thus it can be hard to change in a rapidly changing education landscape.
Overall, while Acton Academies do share, respect, and incorporate many of Maria Montessori’s philosophies on children’s education, we do have a number of differences which we feel help our Heroes to best prepare themselves for the future. It comes from the similar desire to do all we can for our next generation but also takes advantage of the recent advances in tools, philosophy and understanding of education in the 21st Century.
Overall, while Acton Academies do share, respect, and incorporate many of Maria Montessori’s philosophies on children’s education, we do have a number of differences which we feel help our Heroes to best prepare themselves for the future. It comes from the similar desire to do all we can for our next generation but also takes advantage of the recent advances in tools, philosophy and understanding of education in the 21st Century.
Written by Dr. Vineet Nair & Andrea Nair, M.A., CCC
INFINITY SCHOOL: AN ACTON ACADEMY IN LONDON, ON, CANADA
"What do you want?"
“You don’t have to be smart to go to Acton. You have to want to be smart.” – Matteo, an Acton Academy middle school Eagle
Though merely two sentences within a long, heated Socratic discussion, Matteo’s words were flashes of gold. Everyone agreed with them. With clarity and ease, he’d pointed us to the essence of why Acton exists in a way I had never pondered.
It is about wanting. It is about desire.
Desire is longing for something not yet attained and includes a sense of dissatisfaction with the status quo. It is the fuel for curiosity – the most powerful intrinsic motivator.
But I wasn’t satisfied with my analysis of Matteo’s words. Was he really talking about just the desire to be smart?
I decided to pursue his idea further. I asked a small group of Eagles to help me out:
Why do you want to be smart?
So I can feel confident in the world.
So I can understand how things work.
So I can make hard decisions and tough choices.
So I can do the right thing.
So I can do something important with my life.
So I can solve problems that aren’t being solved yet.
So I can find my calling.
Their wanting to be smart was not about having an academic credential. It was not about pleasing parents and teachers.
These young people desire doing intelligent work that matters for this big, wonderful world.
Shakespeare wrote: “Joy’s soul lies in the doing.”
Acton Academy exists for the “doing” not just the “knowing.” Ultimately, there will be joy even if the journey includes suffering and sacrifice because the learning and work are purposeful. They are driven by the heart – where desire and character reside.
As a parent, this shifts my stance on talking with my sons about their work at school. My natural tendency at the end of the week is to ask them: How many points did you earn? How many Eagle Bucks do you have?
These extrinsic, academic questions are easy and okay. But, frankly, they miss the target.
There is a much more important question: What do you want?
I often forget to consider the desire in their hearts. When I focus merely on the external evidence of their daily learning, I snuff out the force that will drive them for the rest of their lives: the desire that lies in their hearts to do work that matters.
These young people exude profound confidence and inner freedom because they carry a mindset of growth. They know they can learn absolutely anything if they work at it. There is no slumped-over pessimism that comes from the burden of being labeled “smart” or “not smart.”
It’s as if they are already saying, “Open wide your doors, world. We are excited to meet you.”
Thank you, Matteo.
Though merely two sentences within a long, heated Socratic discussion, Matteo’s words were flashes of gold. Everyone agreed with them. With clarity and ease, he’d pointed us to the essence of why Acton exists in a way I had never pondered.
It is about wanting. It is about desire.
Desire is longing for something not yet attained and includes a sense of dissatisfaction with the status quo. It is the fuel for curiosity – the most powerful intrinsic motivator.
But I wasn’t satisfied with my analysis of Matteo’s words. Was he really talking about just the desire to be smart?
I decided to pursue his idea further. I asked a small group of Eagles to help me out:
Why do you want to be smart?
So I can feel confident in the world.
So I can understand how things work.
So I can make hard decisions and tough choices.
So I can do the right thing.
So I can do something important with my life.
So I can solve problems that aren’t being solved yet.
So I can find my calling.
Their wanting to be smart was not about having an academic credential. It was not about pleasing parents and teachers.
These young people desire doing intelligent work that matters for this big, wonderful world.
Shakespeare wrote: “Joy’s soul lies in the doing.”
Acton Academy exists for the “doing” not just the “knowing.” Ultimately, there will be joy even if the journey includes suffering and sacrifice because the learning and work are purposeful. They are driven by the heart – where desire and character reside.
As a parent, this shifts my stance on talking with my sons about their work at school. My natural tendency at the end of the week is to ask them: How many points did you earn? How many Eagle Bucks do you have?
These extrinsic, academic questions are easy and okay. But, frankly, they miss the target.
There is a much more important question: What do you want?
I often forget to consider the desire in their hearts. When I focus merely on the external evidence of their daily learning, I snuff out the force that will drive them for the rest of their lives: the desire that lies in their hearts to do work that matters.
These young people exude profound confidence and inner freedom because they carry a mindset of growth. They know they can learn absolutely anything if they work at it. There is no slumped-over pessimism that comes from the burden of being labeled “smart” or “not smart.”
It’s as if they are already saying, “Open wide your doors, world. We are excited to meet you.”
Thank you, Matteo.
Laura Sandefer
Acton Academy Co-Founder
Original blog published on Being an Acton Academy Parent
If we want children to move mountains, we first have to let them get out of their chairs.
-Wilder Child
The following is an excerpt taken from “Balanced and Barefoot: How Unrestricted Outdoor Play Makes for Strong, Confident, and Capable Children” by Angela J. Hanscom
A day in the life of a typical modern kid- imagine this.
Sarah, a sweet nine-year-old, gets up and dresses quickly in the morning, keeping in mind that if she eats fast enough her mother will let her watch cartoons before leaving for school. As soon as she finishes her last bite, she watches reruns of “Looney Tunes.” Twenty minutes goes by in a flash.
Sarah lives in the country, so it takes about twenty-five minutes to drive to school. Her mom feels guilty about the long drive, so she lets Sarah play on the iPad until they arrive. “Everyone, please take your seats!” the teacher shouts as Sarah approaches her desk, where she sits most of the day, except for a brief snack, quick lunch and a twenty-minute recess. Then it is time to go home.
After another twenty-five minute commute home, Sarah is feeling energetic after a long day of sitting. She instantly heads toward the swing set in the backyard. “Not yet,” Mom catches her. “Homework first”. Sarah groans, shuffles to the dining-room table, and pulls out her assignment.
“Argh…” Sarah is literally trying to pull her hair out. “I hate this! I can’t do this!” It takes about ninety minutes to complete the homework on a good day. By the end, she is exhausted. After two bouts of crying, she feels angry and spent. “Can I play on the iPad for a little bit?” She asks her mother. Her mother, thinking Sarah has definitely earned it this time, says, “Sure. But remember, we need to leave for Girl Scouts in thirty minutes.”
After Girl Scouts, Sarah and her family use the drive-through on their way home since it is already a late night. When they get home, Sarah grabs her Harry Potter book and readies for thirty minutes before it is time for lights out. Tomorrow, she’ll do this routine all over again. Only instead of Girl Scouts, she has basketball practice.
A day in the life of a typical modern kid- imagine this.
Sarah, a sweet nine-year-old, gets up and dresses quickly in the morning, keeping in mind that if she eats fast enough her mother will let her watch cartoons before leaving for school. As soon as she finishes her last bite, she watches reruns of “Looney Tunes.” Twenty minutes goes by in a flash.
Sarah lives in the country, so it takes about twenty-five minutes to drive to school. Her mom feels guilty about the long drive, so she lets Sarah play on the iPad until they arrive. “Everyone, please take your seats!” the teacher shouts as Sarah approaches her desk, where she sits most of the day, except for a brief snack, quick lunch and a twenty-minute recess. Then it is time to go home.
After another twenty-five minute commute home, Sarah is feeling energetic after a long day of sitting. She instantly heads toward the swing set in the backyard. “Not yet,” Mom catches her. “Homework first”. Sarah groans, shuffles to the dining-room table, and pulls out her assignment.
“Argh…” Sarah is literally trying to pull her hair out. “I hate this! I can’t do this!” It takes about ninety minutes to complete the homework on a good day. By the end, she is exhausted. After two bouts of crying, she feels angry and spent. “Can I play on the iPad for a little bit?” She asks her mother. Her mother, thinking Sarah has definitely earned it this time, says, “Sure. But remember, we need to leave for Girl Scouts in thirty minutes.”
After Girl Scouts, Sarah and her family use the drive-through on their way home since it is already a late night. When they get home, Sarah grabs her Harry Potter book and readies for thirty minutes before it is time for lights out. Tomorrow, she’ll do this routine all over again. Only instead of Girl Scouts, she has basketball practice.
| | When I think about these children, children begging for time, for play, for life to just SLOW down it truly breaks my heart. |
If you’re anything like me, you finished reading this excerpt feeling empty, exhausted, overwhelmed and sad. Sad because while this may not be your family, we all know that family or families that live this exact life. When I think about these children, children begging for time, for play, for life to just SLOW down it truly breaks my heart.
I came upon this book on my Kindle months ago. I started reading it, life got busy with the Holidays and so I set it aside and just days ago started back at the beginning. Two weeks ago I came upon an Instagram account called “1,000 hours outside”. It was pretty easy to see that I was being pointed in a strong, straight line towards the simple concept that our children thrive when we allow them outdoor, active, FREE play without adult interference.
I don’t use the term “called to” lightly. But this, there was no denying. Maybe it’s our current climate, the craziness that was 2020, I’m not sure -but when I came upon “1,000 hours outside” on Instagram I fell in love with her message, her content, her challenge and I didn’t hesitate- 2021 would be the year that the Harsin family committed to 1,000 hours outdoors.
Are we currently behind our (my goal) hours? We are. Do I enjoy being outdoors in the cold? I do not. Is it a fight (with LOTS of whining involved) to get everyone in boots and coats and hats and out the door? 100%.
But, here’s what I already know...after just 12 days: Once we get outdoors and find our adventure- our big girls don’t want it to end. This past Sunday we spent almost 3 hours at Mahoney State Park sledding, hiking, having a picnic and even after all that time- they didn’t want to be done! I’ve noticed that the girls are already asking for less screen time- when we come in from outdoor time they’re so content to just settle in and PLAY. Bedtime is a breeze, nothing wears a kid out more than moving their bodies in the fresh air. Our girls are falling asleep immediately and for the most part, not making a peep for 11-12 hours. If nothing else, these things make it ALL worth it.
The things that I love most about the 1,000 hour challenge (outside of what it can bring to our children): you can begin this challenge whenever you choose, you set your own rules and even if you fall short of the 1,000 hour goal...you still WIN.
If one word of this resonates with you- I challenge you to dig into either of these resources, or the many others that you can find on this very topic and explore. We owe it to ourselves, our families and our children to simply do that...explore.
I am excited for our journey and hope you will follow ours here, while simultaneously finding the inspiration to start your own outdoor journey.
I came upon this book on my Kindle months ago. I started reading it, life got busy with the Holidays and so I set it aside and just days ago started back at the beginning. Two weeks ago I came upon an Instagram account called “1,000 hours outside”. It was pretty easy to see that I was being pointed in a strong, straight line towards the simple concept that our children thrive when we allow them outdoor, active, FREE play without adult interference.
I don’t use the term “called to” lightly. But this, there was no denying. Maybe it’s our current climate, the craziness that was 2020, I’m not sure -but when I came upon “1,000 hours outside” on Instagram I fell in love with her message, her content, her challenge and I didn’t hesitate- 2021 would be the year that the Harsin family committed to 1,000 hours outdoors.
Are we currently behind our (my goal) hours? We are. Do I enjoy being outdoors in the cold? I do not. Is it a fight (with LOTS of whining involved) to get everyone in boots and coats and hats and out the door? 100%.
But, here’s what I already know...after just 12 days: Once we get outdoors and find our adventure- our big girls don’t want it to end. This past Sunday we spent almost 3 hours at Mahoney State Park sledding, hiking, having a picnic and even after all that time- they didn’t want to be done! I’ve noticed that the girls are already asking for less screen time- when we come in from outdoor time they’re so content to just settle in and PLAY. Bedtime is a breeze, nothing wears a kid out more than moving their bodies in the fresh air. Our girls are falling asleep immediately and for the most part, not making a peep for 11-12 hours. If nothing else, these things make it ALL worth it.
The things that I love most about the 1,000 hour challenge (outside of what it can bring to our children): you can begin this challenge whenever you choose, you set your own rules and even if you fall short of the 1,000 hour goal...you still WIN.
If one word of this resonates with you- I challenge you to dig into either of these resources, or the many others that you can find on this very topic and explore. We owe it to ourselves, our families and our children to simply do that...explore.
I am excited for our journey and hope you will follow ours here, while simultaneously finding the inspiration to start your own outdoor journey.
 | Heidi HarsinThis story is the first in a multi-part series by Heidi Harsin, wife, mom, co-founder of Acton, and the reason Acton Academy Lincoln exists. If it weren't for her momma heart pushing her to find a refreshing approach to our children's education we wouldn't have discovered Acton. |
A Founding Family Story - The Shaws
"I have never felt more like I have a say in her education than I have the past month and a half at Acton. If your gut is guiding you to make this change, trust it. You will not regret giving your child(ren) the best gift you can give them."
Our education journey started with the public school system. Kindergarten year we had a good year and a great teacher. As we entered first grade I could slowly see the rigid structure weighing heavily on Peyton. It was a struggle to get her to want to go to school. I began researching other options in the area and did not have anything 100% resonate with my desires for Peyton’s education. I explored the homeschooling option; however, since I work full time I would not be able to give Peyton the guidance she would need or be able to connect with other homeschooling families in the community due to my work schedule.
We continued into her second-grade year and her not wanting to go to school only intensified. She was miserable and I was miserable sending her every day. I honestly understood why she was not happy. A lot of what I saw in her is what I felt growing up going through a system that was very rigid and put me in a one size fits all approach that did not align with how I learned at all. We went to our second scheduled parent-teacher conferences in February 2020 and I left knowing I had to figure out a change. Tests and metrics that we had been told in previous years to not put much weight into all of the sudden in the second grade were a big deal and the ability to explain those to the parents and help guide the student on the best path to enhance their learning was non-existent. One month later COVID hit and school was remote the remainder of the year. I was dealing with a very different child via remote learning. She wanted to learn, and she could explore her interests as well as develop in core skill areas. Ironically several of the programs we used at home were the same ones she was using at school, so she was getting some of the same content but with the ability to work at her level and solidify her understanding instead of having to keep at a pace to get through the year worth of content to meet standards and most likely only solidify a fraction of the understanding. This showed me kids are missing the valuable building blocks they need in education.
We continued into her second-grade year and her not wanting to go to school only intensified. She was miserable and I was miserable sending her every day. I honestly understood why she was not happy. A lot of what I saw in her is what I felt growing up going through a system that was very rigid and put me in a one size fits all approach that did not align with how I learned at all. We went to our second scheduled parent-teacher conferences in February 2020 and I left knowing I had to figure out a change. Tests and metrics that we had been told in previous years to not put much weight into all of the sudden in the second grade were a big deal and the ability to explain those to the parents and help guide the student on the best path to enhance their learning was non-existent. One month later COVID hit and school was remote the remainder of the year. I was dealing with a very different child via remote learning. She wanted to learn, and she could explore her interests as well as develop in core skill areas. Ironically several of the programs we used at home were the same ones she was using at school, so she was getting some of the same content but with the ability to work at her level and solidify her understanding instead of having to keep at a pace to get through the year worth of content to meet standards and most likely only solidify a fraction of the understanding. This showed me kids are missing the valuable building blocks they need in education.
Gut feelings are like guardian angels and I knew I was being guided in the right direction.
We continued to home school in the Fall of 2020 due to mandates from COVID. I knew this was not an option I could continue while working full-time but kept the mindset that it was temporary not permanent. I saw something on Facebook for Acton and watched a video and my gut told me this was something I needed to explore.
Gut feelings are like guardian angels and I knew I was being guided in the right direction. My best friend from college messaged me after she saw I had “liked” Acton on Facebook. She said, “I know the owners that are opening this school and they are great people.” That was it. Peyton and I attended a park event where she met several of her fellow travelers. I met with Zach after that event to get more information in regards to Acton and on November 16, 2020, Peyton started her Journey.
Gut feelings are like guardian angels and I knew I was being guided in the right direction. My best friend from college messaged me after she saw I had “liked” Acton on Facebook. She said, “I know the owners that are opening this school and they are great people.” That was it. Peyton and I attended a park event where she met several of her fellow travelers. I met with Zach after that event to get more information in regards to Acton and on November 16, 2020, Peyton started her Journey.
We are through our first session, and I am just in constant astonishment at the change in her vocabulary, her mindset towards school, and the real life skills she has gained in such a short timeframe. She wakes up now most of the time before her alarm and gets dressed and ready for school without me having to prompt and ask several times. She goes on hikes, eats lunch, and reads outside (whenever possible). Outside time is so important, and I am grateful it is a normal part of their day. Through this growth, she has had areas where she has needed guidance. Navigating those with the guides has been a positive and trusted experience. I have never felt more like I have a say in her education than I have the past month and a half at Acton. If your gut is guiding you to make this change, trust it. You will not regret giving your child(ren) the best gift you can give them.
Marshmallow challenge
The stage was set. It was parents vs heroes. Who would win? Conventional wisdom said the parents should have easily beat the heroes. It turns out the exact opposite was true!
The challenge, if you don’t know it, is a fun and instructive design exercise that encourages teams to experience simple but profound lessons in collaboration, innovation and creativity.
The challenge seems simple enough: small teams have to build a structure in 18 minutes using 20 sticks of spaghetti, 1 yard of tape, 1 yard of string and 1 marshmallow. The winning team is the one that can construct the tallest freestanding structure with the marshmallow on top within the time allowed. The point of the exercise is to collaborate very quickly in order to respond to the task. It reveals some surprising lessons about the nature of collaboration.
I had the the prior knowledge that our youngest group of heroes (age 5-7) had time and again proven they would beat CEOs of fortune 500 companies, so it was extra special to watch this play out in front of our eyes.
The challenge has been done hundreds of times across the country and the results are intriguing.
Who performs poorly?
Recent business school graduates. Why? They cheat and get distracted. They try to find the single correct plan and then attempt to execute that. They run out of time and when they put the marshmallow on top, it’s a crisis. Sound familiar?
Who performs well?
Kindergarten kids. Why? First of all, none of the kids spend time trying to become CEO of Spaghetti Inc.! More importantly, they start with the marshmallow and then build successive prototypes, all the time keeping the marshmallow on top until they find a solution that works.
The lesson learned from all this fun? The capacity to experiment and prototype is essential to success. (aka trial and error)
The challenge, if you don’t know it, is a fun and instructive design exercise that encourages teams to experience simple but profound lessons in collaboration, innovation and creativity.
The challenge seems simple enough: small teams have to build a structure in 18 minutes using 20 sticks of spaghetti, 1 yard of tape, 1 yard of string and 1 marshmallow. The winning team is the one that can construct the tallest freestanding structure with the marshmallow on top within the time allowed. The point of the exercise is to collaborate very quickly in order to respond to the task. It reveals some surprising lessons about the nature of collaboration.
I had the the prior knowledge that our youngest group of heroes (age 5-7) had time and again proven they would beat CEOs of fortune 500 companies, so it was extra special to watch this play out in front of our eyes.
The challenge has been done hundreds of times across the country and the results are intriguing.
Who performs poorly?
Recent business school graduates. Why? They cheat and get distracted. They try to find the single correct plan and then attempt to execute that. They run out of time and when they put the marshmallow on top, it’s a crisis. Sound familiar?
Who performs well?
Kindergarten kids. Why? First of all, none of the kids spend time trying to become CEO of Spaghetti Inc.! More importantly, they start with the marshmallow and then build successive prototypes, all the time keeping the marshmallow on top until they find a solution that works.
The lesson learned from all this fun? The capacity to experiment and prototype is essential to success. (aka trial and error)
Younger children tend to be more collaborative and prototype their way to success. Notice our youngest heroes started with the Marshmallow on their structure immediately. This is a key to success and something that is a common thread when completed all across the country with Kindergarteners
Adults tend to start building right away, only to rush to finish at as time is called and throw the marshmallow on time, only to see their structure immediately collapse. This is exactly what happened with our challenge as well!
Our Findings With Our Experiment
Our youngest heroes won! They build the strongest and tallest tower.
What Can We Learn From This?
We all want to avoid the uh-oh moment when the marshmallow causes the structure to collapse. The Marshmallow Challenge teaches us that prototyping and iterating can help achieve success. It also shows that success is dependent upon close collaboration between team members. ALL things we encourage and work on at Acton Academy Lincoln.
Final Thoughts
As we saw with The Marshmallow Challenge, learning at Acton Academy Lincoln is much like a contact sport – you have to get your sleeves rolled up and get stuck in. Collaboration helps get everyone involved in the process right from the start so you can reach that ta-da! moment at the end.
By getting started and focusing on iterating the process, we can implement what works and quickly throw out what doesn’t work. This approach ensures that when we reach the end of the project, the marshmallow is sitting firmly on top. This is Acton through and through.
Our youngest heroes won! They build the strongest and tallest tower.
What Can We Learn From This?
We all want to avoid the uh-oh moment when the marshmallow causes the structure to collapse. The Marshmallow Challenge teaches us that prototyping and iterating can help achieve success. It also shows that success is dependent upon close collaboration between team members. ALL things we encourage and work on at Acton Academy Lincoln.
Final Thoughts
As we saw with The Marshmallow Challenge, learning at Acton Academy Lincoln is much like a contact sport – you have to get your sleeves rolled up and get stuck in. Collaboration helps get everyone involved in the process right from the start so you can reach that ta-da! moment at the end.
By getting started and focusing on iterating the process, we can implement what works and quickly throw out what doesn’t work. This approach ensures that when we reach the end of the project, the marshmallow is sitting firmly on top. This is Acton through and through.
The Journey has begun!
 | It all began last Saturday as our families and heroes crossed the threshold into the unknown. Their journey has begun and they couldn't be more excited. As our heroes took in their first few days this week, we fielded a number of phone calls from interested families as they saw our new school become a reality! Spots are going to be full for the spring and our Fall list is ever growing too. |
What a week! From our launch party last Saturday with our founding families to completing our lip dub challenge. What a full amazing week as we launched our brand new alternative school in Lincoln, Nebraska!
Launch Party
This included the Acton tradition of the “Threshold Ceremony” where founding families symbolically choose Acton and to embark on a Hero’s Journey as they cross the threshold from the ordinary world into an extraordinary one.
After letting our heroes explore their new space we then completed a second Acton tradition of palm painting. Here we invited our founding heroes and their parents to leave their mark on the space.
After letting our heroes explore their new space we then completed a second Acton tradition of palm painting. Here we invited our founding heroes and their parents to leave their mark on the space.
Lip Dub
Our heroes worked hard in their first full week. They took on many challenges and drank information from a firehose!
One of their team-building challenges was to create a lip dub video, after some initial failures they adapted their plan and put together this fun version of a Frozen song.
One of their team-building challenges was to create a lip dub video, after some initial failures they adapted their plan and put together this fun version of a Frozen song.
A Few More Week One Highlights
SHOULD EVERY CHILD HAVE AN IEP?
 | At Acton Academy Lincoln, we regularly hear from parents who have had to "fight hard" for their child to receive an IEP. Each time I hear this I feel for the parents and their child. No family should have to "fight" for this. EVERYONE is their own individual. Education should be individualized for every learner, not simply those who are "behind" or "struggling". |
The following was originally posted by our friend Kori Stack, M.Ed. at Acton Academy Kennebunkport.
IEPs. This term has always bothered me; it never made sense why only children with learning differences have an IEP. After all, the term stands for Individualized Education Plan (or Program). Shouldn’t every child’s educational journey be individualized?
Individual Is Not Practical in Traditional Education
The problem is that in society, we sometimes do what is more convenient rather than what is right. It’s not practical in traditional education, i.e., the factory model, to individualize each learner’s educational plan. In traditional education, everyone learns the same thing at the same time for the purpose of efficiency. But, if you’ve ever met 2 people even with the same parents, living under the same roof (heck, even identical twins for that matter), you know just how different each individual is. So why do we insist on educating young people in the same way?
Individual Education for Each & Every Learner
At Acton, we believe in individualized education plans 100%, but for each and every learner! This is not to say that everyone won’t learn some of the same material, but the timeline of when that happens is based on who that learner is as an individual. We have learners of the same age in vastly different spots, but no one is ahead or behind, they are all exactly where they need to be for them because everyone’s development is unique. We work towards improvement and progress for each individual with an understanding that there is never such thing as “done” because learning and education is a life-long journey.
Learners Discover and Lean Into Their Passions
And what about passions? At Acton, we let our learners lean into their passions by first exposing them to a wide variety of trades and crafts and then letting them try out what fits for them with apprenticeships each year (starting around the age of 11). This allows them to try out a passion to see if it’s something they would like to pursue (as a hobby or career). Because again, we believe that each child’s educational journey should be, first and foremost…individualized.
Kori Stack, M.Ed.
Acton Academy Kennebunkport
Individual Is Not Practical in Traditional Education
The problem is that in society, we sometimes do what is more convenient rather than what is right. It’s not practical in traditional education, i.e., the factory model, to individualize each learner’s educational plan. In traditional education, everyone learns the same thing at the same time for the purpose of efficiency. But, if you’ve ever met 2 people even with the same parents, living under the same roof (heck, even identical twins for that matter), you know just how different each individual is. So why do we insist on educating young people in the same way?
Individual Education for Each & Every Learner
At Acton, we believe in individualized education plans 100%, but for each and every learner! This is not to say that everyone won’t learn some of the same material, but the timeline of when that happens is based on who that learner is as an individual. We have learners of the same age in vastly different spots, but no one is ahead or behind, they are all exactly where they need to be for them because everyone’s development is unique. We work towards improvement and progress for each individual with an understanding that there is never such thing as “done” because learning and education is a life-long journey.
Learners Discover and Lean Into Their Passions
And what about passions? At Acton, we let our learners lean into their passions by first exposing them to a wide variety of trades and crafts and then letting them try out what fits for them with apprenticeships each year (starting around the age of 11). This allows them to try out a passion to see if it’s something they would like to pursue (as a hobby or career). Because again, we believe that each child’s educational journey should be, first and foremost…individualized.
Kori Stack, M.Ed.
Acton Academy Kennebunkport
 | Kash's Hero profileFavorite Superhero
Favorite Food
Favorite Activity
Most looking forward to at Acton?
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The Vogels Journey to Acton
"I finally found what I didn’t know I was looking for."
The following is an open letter penned by Kash's Mom, Jessica Vogel, to prospective parents after her family discovered Acton Academy.
The Vogel Family at Kash's Preschool Graduation Long before I ever had kids, I had spent 2 years working toward a degree in childhood education (I wanted to be a 3rd or 4th-grade teacher). As part of the degree program, I spent 80 hours assisting in a 4th-grade classroom. What I learned during that time, was that the public education system is designed to keep the ‘average’ kid moving forward while the above or below average are forced to simply comply with the status quo. I could go on and on about my opinions as to why I think the system is flawed, but ultimately I just concluded that it wasn’t a good fit for me and likely wouldn’t be a good fit for my children.
Once Kash was born, I started looking into local private schools, but frankly, I didn’t feel that Lincoln had very strong alternatives. This left me feeling a little defeated, and I started mentally preparing myself to send Kash to LPS. I actually went as far as enrolling him. Then COVID hit. Which made public education feel even more constrained than before. I decided to register as a homeschool parent at about the same time that my friend told me about Acton Academy. I watched the videos on the website, scheduled a meeting with Zach, and then read The Courage to Grow. I finally found what I didn’t know I was looking for. One of my favorite quotes of all time is from Albert Einstein: “Everyone is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.”. This clearly aligns with Acton’s belief system.
While waiting for Acton Lincoln to open I was forced to figure out a homeschool ‘program’ that would fill the gap. In the beginning, it was a total nightmare for both Kash and I. Why? Because I was doing exactly what I was trying to protect him from. I had put up a copy of the Declaration of Independence, and the U.S. Constitution on the wall behind his desk, and I was trying to force him to follow along the Hooked on Phonics program at a pace that I had pre-determined, rather than letting him work at his own pace. We were both miserable. And I was teaching him that learning is a negative experience. It was the opposite of what I wanted for him. So, I reflected back on “The Courage to Grow”, and decided to reframe things based on that book.
Once Kash was born, I started looking into local private schools, but frankly, I didn’t feel that Lincoln had very strong alternatives. This left me feeling a little defeated, and I started mentally preparing myself to send Kash to LPS. I actually went as far as enrolling him. Then COVID hit. Which made public education feel even more constrained than before. I decided to register as a homeschool parent at about the same time that my friend told me about Acton Academy. I watched the videos on the website, scheduled a meeting with Zach, and then read The Courage to Grow. I finally found what I didn’t know I was looking for. One of my favorite quotes of all time is from Albert Einstein: “Everyone is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.”. This clearly aligns with Acton’s belief system.
While waiting for Acton Lincoln to open I was forced to figure out a homeschool ‘program’ that would fill the gap. In the beginning, it was a total nightmare for both Kash and I. Why? Because I was doing exactly what I was trying to protect him from. I had put up a copy of the Declaration of Independence, and the U.S. Constitution on the wall behind his desk, and I was trying to force him to follow along the Hooked on Phonics program at a pace that I had pre-determined, rather than letting him work at his own pace. We were both miserable. And I was teaching him that learning is a negative experience. It was the opposite of what I wanted for him. So, I reflected back on “The Courage to Grow”, and decided to reframe things based on that book.
"I am truly grateful for what Acton has already done for our family, and I look forward to seeing what will come when Kash spends his days immersed in an environment that is designed to help him discover his inner genius."
Kash's Homeschool Station The Declaration of Independence and U.S. Consitution were replaced with photos of him with friends and family, drawings that he created, and awards that he had earned. I even created a chart (at his request) that allowed him to track how much we had done that day and how much was left. I stopped following my own, arbitrary, pace of learning, and started following his lead.
Kash is now excited about reading, math, and most of all science. We have come to enjoy the time we spend learning together and I truly do owe that to Acton. Even though we haven’t “officially” started yet, Acton has already transformed our ideas of what learning should look like (more so than I expected going into all of this). I am truly grateful for what Acton has already done for our family, and I look forward to seeing what will come when Kash spends his days immersed in an environment that is designed to help him discover his inner genius.
Kash is now excited about reading, math, and most of all science. We have come to enjoy the time we spend learning together and I truly do owe that to Acton. Even though we haven’t “officially” started yet, Acton has already transformed our ideas of what learning should look like (more so than I expected going into all of this). I am truly grateful for what Acton has already done for our family, and I look forward to seeing what will come when Kash spends his days immersed in an environment that is designed to help him discover his inner genius.
Will an Acton Academy diploma get me into Harvard or Stanford?
By this time, you might have the impression that Acton Academies are really different from traditional schools. Like, REALLY different.
You’re right. Acton Academies are off-the-charts different. On purpose.
But if you think Acton students have limited options after graduation, think again! In their years at Acton, students learn to be independent thinkers and self-starters. They launch real businesses. They learn practical, marketable skills. They find their calling.
Acton graduates, from around the world, who apply to college are attractive candidates, displaying responsibility, maturity and a diversity of experiences that is rare among their peers.
Graduates who start their own businesses have a leg up on the competition because, by the time they turned 18, they’d already started and ran several businesses and completed dozens of internships.
There are no limits for Acton graduates – they are ready to follow whatever path they choose.
You’re right. Acton Academies are off-the-charts different. On purpose.
But if you think Acton students have limited options after graduation, think again! In their years at Acton, students learn to be independent thinkers and self-starters. They launch real businesses. They learn practical, marketable skills. They find their calling.
Acton graduates, from around the world, who apply to college are attractive candidates, displaying responsibility, maturity and a diversity of experiences that is rare among their peers.
Graduates who start their own businesses have a leg up on the competition because, by the time they turned 18, they’d already started and ran several businesses and completed dozens of internships.
There are no limits for Acton graduates – they are ready to follow whatever path they choose.
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Acton Academy graduates who do intend to apply for college have a choice:
1. Translate badges into a diploma and transcript identical to those issued by top college prep high schools, a strategy most effective for second tier state universities with more bureaucratic admission hurdles; 2. Present a rich portfolio of work and a fistful of reference letters from apprenticeships, an approach favored by alternative schoolers and homeschoolers for more selective universities like Stanford or Harvard. Increasingly universities like Harvard and Stanford covet self-directed, focused graduates like ours and offer large discounts on tuition. |
LINCOLN, Neb. (KOLN) - Soon, there will be a new school opening in Lincoln.
New school opening in Lincoln
LINCOLN, Neb. (KOLN) - Soon, there will be a new school opening in Lincoln. It's called Acton Academy and is an alternative for parents who don't want their kids to follow traditional K-12 learning. The room it will be in is going through renovations right now but soon it will be a place for nearly a dozen kids to learn.
This story is from KOLN - 1011 News in Lincoln. Read the full article on 1011now.com
Soon, there will be a new school opening in Lincoln.
It’s called Acton Academy and is an alternative for parents who don’t want their kids to follow traditional K-12 learning.
The room it will be in is going through renovations right now but soon it will be a place for nearly a dozen kids to learn.
“Our families are really excited to join, and build this with us as we learn too,” said co-founder, Zach Harsin.
Kids who would be in grades K-5 will all be in one room learning together. Right now, there’s ten enrolled.
“They’re learning how to be students in the 21st century and that requires problem-solving skills, that requires interpersonal skills, that requires communication and interviews and how to go out and solicit to get a job,” said Harsin.
Read the full article at 1011now.com
Soon, there will be a new school opening in Lincoln.
It’s called Acton Academy and is an alternative for parents who don’t want their kids to follow traditional K-12 learning.
The room it will be in is going through renovations right now but soon it will be a place for nearly a dozen kids to learn.
“Our families are really excited to join, and build this with us as we learn too,” said co-founder, Zach Harsin.
Kids who would be in grades K-5 will all be in one room learning together. Right now, there’s ten enrolled.
“They’re learning how to be students in the 21st century and that requires problem-solving skills, that requires interpersonal skills, that requires communication and interviews and how to go out and solicit to get a job,” said Harsin.
Read the full article at 1011now.com
New Launch Date Announced!
We are excited to announce our new launch date of November 16th, 2020 to meet the needs of our founding families in this current moment.
My wife and I originally envisioned opening in the Fall of 2021. This aligned well with our daughter starting Kindergarten next fall and as busy working parents of three little kiddos, the idea of 18 months of planning sure seemed much less daunting.
As we started speaking with our founding families, we quickly realized of all the years for these families to sit and wait for their dream school, this was NOT the year.
We decided to see how we could speed up our time table and meet their needs. We immediately began a hiring search while also looking for the perfect location. Within weeks we had hired our rock star guide and found our ideal location, but it still wasn't how we envisioned launching.
We still needed a handful more families to join us on this journey and there was still about six months of prep, planning, and training to fit into the next few months.
Yes, we want to deliver on all our promises, yes we want all the pieces to be planned exactly right, but we also realized, we wouldn't be true to the Acton spirit if we waited until the timing was perfect and all our ducks were in a row. This is our own hero's journey after-all!
As we started speaking with our founding families, we quickly realized of all the years for these families to sit and wait for their dream school, this was NOT the year.
We decided to see how we could speed up our time table and meet their needs. We immediately began a hiring search while also looking for the perfect location. Within weeks we had hired our rock star guide and found our ideal location, but it still wasn't how we envisioned launching.
We still needed a handful more families to join us on this journey and there was still about six months of prep, planning, and training to fit into the next few months.
Yes, we want to deliver on all our promises, yes we want all the pieces to be planned exactly right, but we also realized, we wouldn't be true to the Acton spirit if we waited until the timing was perfect and all our ducks were in a row. This is our own hero's journey after-all!
 | "We don't control when we are called to a great adventure. However, we do control whether we answer the call or let the moment pass us by." |
No hero, whether it be George Washington, Anne Frank, or even Harry Potter feels truly prepared when they are called upon. What's worse, had they waited they would have missed their chance to change the world.
We know it won't be perfect, we know there will be bumps in the road, but we are excited to meet our call to adventure and cross the threshold into the unknown with a small group of founding families by our side!
We know it won't be perfect, we know there will be bumps in the road, but we are excited to meet our call to adventure and cross the threshold into the unknown with a small group of founding families by our side!
 | Blessings, Zach & Heidi Harsin Co-Founders Acton Academy Lincoln |
The Specifics of our New Launch Plan
| Enrollment Deadline: Oct. 30th | Launch Date: Nov. 16th |
- e are limiting enrollment for the remainder of the 2020-2021 school year to a small dedicated group of just 10 families to help us be more flexible with Covid.
- We will expand enrollment in the fall of 2021 to full capacity.
- We have just 3 seats remaining for founding families - Begin your family's journey today!
The Hero's Journey And the Acton Experience
Curious to learn more about the Hero's Journey and how it fits into the bigger picture at Acton Academy Lincoln? Read More...
We are excited to announce
Miss Karla, Our First Guide!
Miss Karla, Our First Guide!
We couldn't be more excited to welcome her and her family to our growing Acton tribe! We can't wait for her journey to begin here at Acton Academy Lincoln.
Hi! My name is Karla Fitz, my students call me Miss Karla.
I am originally from Venezuela, where I lived until 2007 when I moved to Hastings, NE to learn English as an exchange student.
I then had the opportunity to pursue my passion of Vocal Music & Studio Art
at Hasting College. I have since earned my Masters in Music and English as a Second Language.
I then pursued a calling to become a teacher as a lead preschool teacher, before moving on to teach Spanish for Saint Joseph Catholic School here in Lincoln, Nebraska for the last three years.
My husband Jeremy and I have two beautiful little girls, a 4-year-old and a 1 year-old. The girls were the reason we decided I would try staying home. However, education has always been a great part of me, and the calling never left.
I am originally from Venezuela, where I lived until 2007 when I moved to Hastings, NE to learn English as an exchange student.
I then had the opportunity to pursue my passion of Vocal Music & Studio Art
at Hasting College. I have since earned my Masters in Music and English as a Second Language.
I then pursued a calling to become a teacher as a lead preschool teacher, before moving on to teach Spanish for Saint Joseph Catholic School here in Lincoln, Nebraska for the last three years.
My husband Jeremy and I have two beautiful little girls, a 4-year-old and a 1 year-old. The girls were the reason we decided I would try staying home. However, education has always been a great part of me, and the calling never left.
Karla, Husband Jeremy and their two daughters
Ever since I was a little girl, I remember my dad saying, “Studying is your one and only job” and we always did our job well. My mom was a music teacher and I followed in her footsteps.
It was while missing my students, that I saw an ad for the Acton Academy Lincoln Guide. The idea of children learning independently, promoting freedom, and encouraging challenges excited me and I knew I had to apply. Once the interview process started, I quickly understood this was not just another school, it was a safe environment for children to develop their interests, their curiosity, and experiment with different subjects at their own pace. Acton is a place where answers aren’t given to the students by the teacher, rather each hero is a teacher at Acton as each of them get to discover answers themselves or better yet, with the help of fellow learners.
I knew this was my place to be.
Today, I am assigned with the task of guiding and helping these learners grow as they develop their own Hero’s Journey. I cannot wait to start this journey alongside them!
It was while missing my students, that I saw an ad for the Acton Academy Lincoln Guide. The idea of children learning independently, promoting freedom, and encouraging challenges excited me and I knew I had to apply. Once the interview process started, I quickly understood this was not just another school, it was a safe environment for children to develop their interests, their curiosity, and experiment with different subjects at their own pace. Acton is a place where answers aren’t given to the students by the teacher, rather each hero is a teacher at Acton as each of them get to discover answers themselves or better yet, with the help of fellow learners.
I knew this was my place to be.
Today, I am assigned with the task of guiding and helping these learners grow as they develop their own Hero’s Journey. I cannot wait to start this journey alongside them!
School Choice - A hot topic in 2020
Co-Founder Zach Harsin recently sat with Rachel Terry from School Choice Nebraska to discuss Acton Academy Lincoln and School Choice in Nebraska
Meet The Andersons
A FOUNDING FAMILY WHO WAS ON A JOURNEY TO FIND A BETTER SCHOOL OPTION FOR THEIR SON HERE IN LINCOLN
This is an open letter penned by Tori Anderson to prospective parents after her family discovered Acton Academy.
Daniel & Tori Anderson pictured with their three kids, Elijah, Emme, and Enzo When we found Acton Academy Lincoln we were on a journey to find something different for our oldest son. He had done private school for kindergarten and then public school for first grade. Each year we were told he was a good kid but just wasn’t doing the things he was asked to do. We were seeing a completely different and curious kid that would come home from school defeated and upset. Even going to the library and checking out books at school wasn’t enjoyable to him. He had a perfect idea of what books he wanted but was told he had to do one fiction and one non fiction when all he wanted was non fiction books.
When COVID hit we, along with everyone else, were forced to become the teacher for our kids. But Elijah struggled. It’s not that he didn’t want to do the work but it’s that he didn’t want to do it in the way they had set up. He knew the answers. He could pass the tests and do the homework. He was just bored. But once we loosened the reigns and let him make his schedule and follow his lead he began to become the curious little boy we knew he was. He spent hours learning about the seven wonders of the world, exploring how to build things, and learning about the ins and outs of large semi trucks.
When COVID hit we, along with everyone else, were forced to become the teacher for our kids. But Elijah struggled. It’s not that he didn’t want to do the work but it’s that he didn’t want to do it in the way they had set up. He knew the answers. He could pass the tests and do the homework. He was just bored. But once we loosened the reigns and let him make his schedule and follow his lead he began to become the curious little boy we knew he was. He spent hours learning about the seven wonders of the world, exploring how to build things, and learning about the ins and outs of large semi trucks.
The first thing I heard was 'we believe all kids are geniuses and will change the world' — I cried. That was something we believed about him but just didn’t know how to cultivate in the school setting we had chosen for him.
Then enter Acton Academy. The first thing I heard was “we believe all kids are geniuses and will change the world” — I cried. That was something we believed about him but just didn’t know how to cultivate in the school setting we had chosen for him. We see Elijah thriving in Acton—not because of the freedom but because the box he was told he had to fit into will be removed and he can be anything he wants to be. It will be hard work, he knows that, but he’s ready! He’s eager to start and learn anything he can get his hands on!
Local Family starts Elementary School in Lincoln, NE
Acton Lincoln Founders Zach & Heidi Harsin along with Haddie (5), Sawyer (2), Milo I could hardly contain my excitement as I wrote out a text to my wife after finding the answer to our prayers. “You HAVE to watch this. I desire this for our family. This makes my heart happy”....
We had long felt angst whenever we tried to make a decision for our children’s education. No option ever felt quite right. From homeschooling to private schools and even moving to a small town, all possible options crossed our minds. As we continued to wrestle with what to do, one thing became abundantly clear, parents all over the world wrestle with this same thing. They all want what is best for their children. They are willing to buy a house in the ‘right’ school district, sacrifice financially to send them to private schools, or even devote themselves to homeschooling. Regardless of how it manifests itself, they are all doing what they believe is best for their family and their children’s futures.
As I wrote out a second text to my wife, I was writing a statement I never thought I would write, let alone be announcing to the world a few months later. The end of the text read; “We are going to start a school.” 😳
Yes, we are crazy. Yes, we have no idea what we have just signed up for. But within hours of stumbling upon Acton Academy, an 11-year-old micro-school model in Austin Texas, I had already written those words “We are going to start a school.”
I believe with every fiber of my soul that this is not only right for our family but, with its entrepreneurial spirit, something Lincoln will embrace with open arms.
We had long felt angst whenever we tried to make a decision for our children’s education. No option ever felt quite right. From homeschooling to private schools and even moving to a small town, all possible options crossed our minds. As we continued to wrestle with what to do, one thing became abundantly clear, parents all over the world wrestle with this same thing. They all want what is best for their children. They are willing to buy a house in the ‘right’ school district, sacrifice financially to send them to private schools, or even devote themselves to homeschooling. Regardless of how it manifests itself, they are all doing what they believe is best for their family and their children’s futures.
As I wrote out a second text to my wife, I was writing a statement I never thought I would write, let alone be announcing to the world a few months later. The end of the text read; “We are going to start a school.” 😳
Yes, we are crazy. Yes, we have no idea what we have just signed up for. But within hours of stumbling upon Acton Academy, an 11-year-old micro-school model in Austin Texas, I had already written those words “We are going to start a school.”
I believe with every fiber of my soul that this is not only right for our family but, with its entrepreneurial spirit, something Lincoln will embrace with open arms.
The Video that Changed Everything!
Acton Academy Lincoln will simply be a community of like-minded families seeking a modern approach to education, one that will help equip their kids for the 21st century (using a blend of Montessori elements, Socratic questioning and learner driven learning), discover & develop their God-given passions and unique calling on their life, learn through quests and apprenticeships, and develop mastery of reading, writing, and arithmetic using the latest technology through self-paced learning!
Yes, just call us crazy. But we join 275 other Actons in 20 countries around the world who are all on this journey together. So the only question is, are you crazy enough to join?
Even if you don’t have school-aged kids, or you are more than happy with your current education path, we ask that you join us in praying for / assisting in our search for these three things to set Acton Academy Lincoln up for success:
- Founding Families - We can’t have a school without families taking a brave step to go on this adventure with us.
- A Super Spot - We are actively looking for a perfect location here in Lincoln to call home.
- A Gifted Guide - Heidi and I know ourselves well enough to know we aren’t the teacher our kids and fellow classmates need. Hence why we skipped over homeschooling so easily. We are seeking a gifted guide who can embody everything Acton stands for and is willing to learn alongside us...
Finally, if you are a parent who can identify with our struggle to find the right fit for your family, I ask you to watch this video. This was the video I stumbled upon that first stirred something inside me. My hope is it will resonate with you as well.
Be Blessed,
Zach Harsin
Acton Academy Lincoln Founder
PS- Please feel free to message us on here or text/call 402-858-5151. We would love to hear from you and learn more about your family!
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