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The Dual Language educational model is built on three pillars: bilingualism and biliteracy, grade-level academic achievement, and cross-cultural competency. This program supports linguistic and cultural diversity by creating multilingual and multicultural spaces for students to learn. Students will develop academic language skills and content knowledge through multilingual instruction, as well as develop skills to be participants in an ever-developing global society.

Our Dual Language programs are additive in that they support the continual development of English in addition to the Spanish language. As a two-way immersion program, students with different native languages will learn together. The goal is not to transition to a dominant language, but to maintain and value the native language while developing a second with equal proficiency.

• Classes are taught 50% in English and 50% in Spanish.
• All students are eligible to earn the Indiana Seal of Biliteracy.
• Education and instruction is focused on helping students become bilingual and biliterate.
• Students begin the program in kindergarten or are given a language proficiency assessment to enter into later grades.

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  • Pre-K–8: Global Preparatory Academy at Riverside 44
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  • Pre-K–8: Global Preparatory Academy at Riverside 44
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  • K–5: Theodore Potter School 74
  • 6–8: H.L. Harshman Middle School
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  • K–5: Theodore Potter School 74
  • 6–8: H.L. Harshman Middle School

The Montessori educational model focuses on the "whole child," nurturing their natural desire for knowledge, understanding, and respect. It creates a peaceful environment that inspires children to exert direct involvement over their own learning progress. By nurturing each individual child's natural desire for knowledge, understanding and respect, the Montessori educational model focuses on the child as a whole person and provides instruction in small groups for a more personalized learning experience.

• Students will participate in daily, multi-hour uninterrupted work cycles where they have a choice in their learning activities.
• All subject matter connects back to the core cultural subjects (science and social studies).
• Instructors teach each concept from a concrete idea to an abstract notion.

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  • Pre-K–5: George Washington Carver School 87
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  • Pre-K–5: Rousseau McClellan School 91
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  • Pre-K–5: James Russell Lowell School 51
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  • K–5: Eleanor Skillen School 34

The Exploratory educational model inspires students to explore their academic and career interests to achieve their fullest potential. Teachers use rigorous college-prep curriculum and build in opportunities for enrichment, providing students with career readiness and the confidence to follow their natural interests.

• Curriculum content areas include approaching ELA through the science of reading, core phonics, math, science, and social studies.
• Courses provide access to arts, music, computer technology, and physical education classes.
• Students will have the chance to explore career paths through various field experiences.

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  • K–5: Clarence Farrington School 61
  • Pre-K–5: Meredith Nicholson School 96
  • K–5: Jonathan Jennings School 109
  • K–5: Lew Wallace School 107
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  • Pre-K–5: Charles Warren Fairbanks School 105
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  • Pre-K–5: Brookside School 54
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  • K–5: Daniel Webster School 46
  • K–5: Ralph Waldo Emerson School 58
  • K–5: William McKinley School 39
  • K–5: Christian Park School 82
  • K–5: Frederick Douglass School 19

The High Ability educational model recognizes that students need a tailored curriculum that will address their individual characteristics, needs, academic abilities, and interests. Teachers routinely work with the district's high-ability coordinator and coaches to create learning experiences that will allow these students to develop to their full potential and are trained to evaluate situations where students may need subject acceleration due to advanced understanding of the subject matter.

• Courses are specifically designed for high-ability students, with on-site staff available to help support the unique social and emotional needs of gifted learners.
• Students are empowered to become lifelong learners and responsible citizens within a positive and supportive atmosphere.
• Teachers are given some autonomy in selecting projects and assignments that are appropriate for students' specific learning needs.

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  • 1–5: Merle Sidener Academy 59
  • 6–8: H. L. Harshman Middle School
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  • 1–5: Merle Sidener Academy 59
  • 6–8: H. L. Harshman Middle School
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  • 1–5: Merle Sidener Academy 59
  • 6–8: H. L. Harshman Middle School
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  • 1–5: Merle Sidener Academy 59
  • 6–8: H. L. Harshman Middle School

• IB Primary Years Programming (PYP) Students will go through six units of study based on global themes that incorporate math, science, social studies, reading, writing, and the arts through transdisciplinary teaching, where students apply knowledge and skills from multiple disciplines to help shape the learning experience.
• IB Middle Years Programming (MYP) Students are required to take a course in each of eight subject areas. Courses are developed using the IB's unit-planning framework. This structure requires teachers and planning teams to develop a guiding inquiry question; design formative and summative assessments; identify key related concepts that link together courses; and implement writing and analysis across all subject areas.
• IB Diploma Programme (DP) Students will dive into six subject groups and the DP core, which includes theory of knowledge (TOK), creativity, activity, service (CAS), and the extended essay. The core studies allow students to reflect on the nature of knowledge, complete independent research, and undertake a community service project.
• IB Career-related Program (CP) This program allows students to focus on Career-related skills and knowledge through the lens of a specific career-related study. CP students engage with a rigorous study program that genuinely interests them while gaining transferable and lifelong skills.

• Students drive their own learning by asking questions and collaborating with others.
• Together, students and teachers have agency to set goals, take action, and reflect on progress.

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  • Pre-K–5: Carl Wilde School 79 (CFI)
  • 6–8: Northwest Middle School
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  • Pre-K–5: Mary Nicholson School 70 (CFI)
  • K–5: Joseph J. Bingham School 84 (CFI)
  • 6–8: Broad Ripple Middle School
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  • Pre-K–5: Charity Dye School 27 (CFI)
  • K–5: Benjamin Harrison School 2 (CFI)
  • 6–8: H. W. Longfellow Middle School
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  • K–5: George W. Julian School 57 (CFI)
  • 6–8: Thomas Carr Howe Middle School

Students will engage in Project Lead The Way (PLTW) courses including: Medical Detectives, Automation and Robotics, and Green Architecture. There will also be an opportunity to work with a computer science educator to hone their engineering skills through the application of theory and design principles.

• Students will get to explore new ways of thinking and develop critical thinking skills.
• Courses are student-centered and developed through the lens of inquiry- and problem-based learning practices.
• Lesson plans connect everyday academic know-how to the reality of our world today.

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  • K–8: Cold Spring School at Marian University
  • 6–8: William Penn Middle School 49
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  • K–5: Robert Lee Frost School 106
  • K–8: Cold Spring School at Marian University
  • 6–8: Arlington Middle School
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  • K–5: Anna Brochhausen School 88
  • 6–8: Arlington Middle School
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  • K–5: James A. Garfield School 31
  • 6–8: William Penn Middle School 49

The Butler Lab Schools are inspired by the educational approach from Reggio Emilia, Italy. Children are seen as competent, creative individuals and are encouraged to share, ask questions, and collaborate. Teachers listen closely to children's inquiries and provide opportunities to research their questions through long-term projects that include hands-on activities and integrated arts experiences. Classrooms include versatile work spaces, flexible seating, real world tools, and high-quality materials.

IPS Reggio-Inspired schools partner with Butler University's College of Education and welcome their professors and pre-service teachers into our classrooms. This provides students with additional support, and the opportunity for our staff to continually reflect and grow in our teaching practices.

• Students are encouraged to communicate and ask questions of one another.
• Collaboration is encouraged between teachers and parents.
• Teachers are empowered to make the best instructional decisions for their students based on research-based best practices.

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  • Pre-K–5: William Bell School 60
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  • Pre-K–5: Eliza Blaker School 55
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  • Pre-K–5: Eliza Blaker School 55
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  • Pre-K–5: William Bell School 60

The VPA educational model is designed to foster and develop the talents of students in the arts as well as enhance the general education curriculum through arts integration in reading, social studies, math, and science, to name a few. Educators from a variety of disciplines will plan out experiences where students master academic standards through the integration of core subjects and the arts. Arts are not a supplement to the curriculum, but rather work together with core studies to strengthen one another.

• Students will have access to expanded arts offerings which may include general music, instrumental music, visual art, dance, theater, and digital media.
• Curriculum in some classes is developed through the lens of arts integration which allows the students to connect to academic standards through creative expression.
• Students will have the opportunity to participate in a wide variety of performances, some of which might include concerts, recitals, plays, and musicals.

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  • Pre-K–5: James Whitcomb Riley School 43
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  • Pre-K–5: James Whitcomb Riley School 43
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  • K–8: Edison School of the Arts
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  • K–8: Edison School of the Arts