Hybrid Model Hits the Mark for High School Student – INESA Makes It Possible

Grace Schulert started kindergarten in California but she struggled with being still and quiet at her desk. Her parents asked for a standing desk to accommodate her need for movement, but the school felt it would be too disruptive.

The Schulerts then opted for a charter school where various learning options were available and in-person class was held only once a week. That arrangement proved to be a great fit for Grace due to developmental delays and learning disabilities.

“She has been in some sort of therapy since she was an infant,” Arthur Schulert, her father, explains. “She has advanced abilities in some areas while struggling in others, particularly math and sequential tasks.”

Dyslexia further complicated learning for her.

Cross-Country Move, Fewer Options

When the Schulerts moved to Indiana, they were concerned that Grace wasn’t reading yet. They quickly learned that Indiana didn’t have the same charter school model available, but traditional school settings presented additional hurdles for her. They sought out intervention through Fort Wayne Center for Learning.

“Grace wasn’t reading at all when we  moved here six years ago. She had nothing to do with it,” says Arthur. “Fort Wayne Center for Learning picked up on dyslexia right away and worked with her on that. Now, she always has a book with her. She sequesters herself just to read.”

Grace’s grandmother also left an inheritance that allowed the Schulerts to invest in a private school for her. Redeemer Classical School in Fort Wayne afforded the Schulerts a hybrid option that was perfect for Grace, allowing her to work on certain subjects at home, and others at school. Eventually, the money ran out, and they weren’t sure what to do next.

INESA - A Breath of Fresh Air

They discovered the Indiana Education Scholarship Account (INESA or ESA) by accident. While talking with another family about a child’s needs, a friend suggested INESA. The Schulerts had never heard of it but immediately thought it was exactly what Grace needed. A quick Google search confirmed it, and they applied.

The ESA has allowed her to continue attending Redeemer Classical School. Arthur highlights how this approach helped Grace thrive socially and academically, noting that she became “a lot happier” and gained confidence interacting with peers her own age in her “strong subjects,” while giving her extra time and space to work on her “weak subjects” outside of the classroom environment.

They also hired a former teacher who works with Grace outside of school, providing targeted support without making her feel pressured. They also work on life skills in a natural way.

“She’s really working with her without Grace knowing she’s working with her,” Arthur notes.

Grace also benefits from specialized instruction in areas like Spanish, taught by a professor who is also a parent at the school. This personalized approach allows Grace to explore her interests and learn at her own pace, without the pressure of traditional grading systems.

Flexibility and Freedom Empower Grace to Grow

While quantifying Grace’s progress in traditional grade levels is difficult due to Redeemer’s unique form-based system that focuses on mastery over grades, the positive impact of the ESA is undeniable. Arthur reports that Grace is happy and thriving in her learning environment.

The most significant improvement has been Grace’s increased confidence and social skills. The ESA has enabled placement in a high school setting with students her age, which has helped Grace develop meaningful relationships and overcome previous challenges in peer interaction.

She’s also doing harder work than she would be if confined wholly to a remedial setting, allowing her confidence to bloom as she masters academic challenges. The Shulert family’s experience highlights the potential of hybrid learning models to cater to diverse student needs.

What’s on the horizon for Grace? Arthur admits that, like many teenagers, she changes her mind about what she’d like to do after high school. Currently, she’s interested in working with animals, so they are looking for an opportunity that will help her explore that interest.

“Grace doesn’t learn at the same rate as everyone else. She just needs more intervention,” notes Arthur. “The ESA has allowed us to do this hybrid thing and that’s really helped her a lot. It gives her a lot of flexibility and doesn’t require her to be in the classroom all day long. I think a hybrid model really works well for a lot of kids. It’s just not a common model.”