Wings Charter Middle School was founded by the Southern Idaho Learning Center, a non-profit center for the diagnosis and treatment of students with learning differences (e.g. learning disabilities, Attention Deficit Hyperactivity Disorder, emotional problems, etc.).  The Center has been in existence since 1991 serving students ages 5-21 by providing eight different services including interdisciplinary diagnostic assessments, advocacy, specialized instruction in reading, math and written language, parent, teacher and public education and counseling.  In the Center’s experience over the years, middle school students with learning differences were consistently noted to be the most negatively impacted by their public school experiences because of the mismatch between their learning needs and the regular public school instructional model.  Further, the experience of the Center was that if a student’s needs could not be met at this very vulnerable period of his/her life, it set them on a trajectory for life failure.  On the other hand, if the student could be supported through this very difficult period,  he/ she often went on to do well in high school and college.  As a consequence the Center took the initiative and founded Wings Charter Middle School, a public school for middle school students with learning differences.  Wings opened in August of 2009 with 65 sixth graders and an instructional model specifically designed to provide a legitimate school choice for these difficult-to-serve, but very capable students.  

Mission:  To foster a meaningful life for all students in the Magic Valley.

Vision:  The purpose of the Wings Charter Middle School, Inc. is to provide an appropriate educational experience for middle school students with learning differences, tailoring instruction to each student’s unique learning style so that the student not only acquires academic skills, but also develops a joy of learning that enables the student to realize his/her full intellectual and personal potential.

WINGS curriculum is based on the theory that individuals learn best when they learn from their own personal experience. This is best described as the Constructivist Approach to learning.  In addition, there is a belief that each individual’s approach to learning can be described by the concept of Multiple Intelligences, i.e. (linguistic, mathematical, intrapersonal, interpersonal, bodily-kinesthetic, spatial, naturalistic and musical). This suggests that individuals learn more easily when they have the opportunity to use the “Intelligence(s)” or learning approach(es) they prefer. Teaching strategies that are used  include: project based learning, integrated thematic curriculum units, authentic experience, inquiry-based instruction, integrated arts, personalized learning projects, enrichment sessions, and community service.

At the heart of the educational program of WINGS is a belief that every student has a sea of learning strengths that must be nurtured and specific learning difficulties that can be made better, if not cured.  Accordingly, every student has an Individualized Learning Plan (ILP) focusing on his/her unique needs, with goals ranging from core academics to developing social and organizational skills.  The ILP’s are collaboratively created with the student, his or her family members, and the WINGS staff.  This course of instruction  details goals and benchmarks for a student’s academic performance, as well as social, emotional, and physical strengths and challenges.   

WINGS uses several methods for addressing students who are not meeting the stated outcomes of their ILP’s to include but not be limited to:

• Meeting with parents to examine the student’s course of study and/or assessments from allied professionals 

• Identifying what may be blocking the student’s learning

• Outreaching to community experts, as needed and as fiscally possible, to ensure that the student is receiving the necessary supports and services that will allow him or her to reach the stated WINGS outcomes.

With a little more than half the school year over, it appears that the model has been successful to date.  Almost all students have made gains in the skill areas.  On a curriculum based measurement provided by the LANGUAGE CURRICULUM, in reading, with only 6 months of instruction, the special education students have gained an average of  seven months in grade level.  These are students who typically rarely make a  year’s gain in a year.  The regular education students gained a year and 2 months in the same period of time.  In math, based on measurement provided by Connecting Math Concepts, the special education students increased 12.5% in accuracy while the regular education students gained 17%.  

In addition, on a questionnaire asking parents to rate their student’s experience at WINGS, on the five question survey with scores ranging from 1-5 with 5 being the highest for each question, the average scores ranged from 4.16 to 4.55 with the highest rating going to the statement “Since entering Wings Charter Middle School, my child is doing better overall”.   A sample of parent testimonials confirms these scores: “My daughter has never done better academically.  She is a whole different person now.  She is so responsible and happy” Susanne Cooper “My son has gained a significant amount of confidence and is no longer afraid to participate in class.  He is steadily keeping A’s and B’s while gaining grade level skills.” Colleen Barga. “Daniel is just a new boy.  He communicates so much better with his teachers now, who are so patient with each and every child.  He is excited to go to school now.  He was hiding his work from us before because he couldn’t do it.  We are very grateful for Wings.” Freddie Rodriguez.  In further testimony as to the school’s success, over 95% of the students currently have plans to return next year.

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