Frequently Asked Questions

  • Yes! Please go here for a calendar and list of opportunities:

    Volunteer Sign Ups

  • Our school hours are 9am to 3:30pm, Monday through Friday. We believe providing time and space for teacher professional development and collaboration is critical to the success of Future, which is why there is at least 1 additional non-school day each month.

  • Our start day is Thursday, August 22nd. The last day of school is an early-release on Friday, May 22nd, the same day as Boise School District. We have several long weekends, as well as holiday breaks. Our Thanksgiving, Winter, and Spring Breaks all follow the Boise School District.

  • Our philosophy is rooted in a restorative justice framework. We prioritize helping kids identify harm done and the impact it caused to others, followed by assisting them find a way to “restore” or fix the harm done. We have found this positive and restorative framework to yield stronger critical thinking skills and stronger school communities, versus a punitive, or consequence-based, approach.

  • LITERACY: Expeditionary Learninng. We have found EL to offer one of the most holistic and rigorous curricula; it also nicely integrates with project-based learning. We believe a strong foundation (and love for!) reading, writing, and communicating thoughts and opinions is critical.

    MATH: A combination of Eureka Math, DMTI, and CGI. These frameworks allow our teachers to promote critical thinking while also providing a strong foundation of mathematical thinking and problem-solving.

    QUEST: This is our project-based learning block where we integrate domains such as computer science, robotics, and engineering across content areas. We are using resources from a variety of places to develop this curriculum.

  • We believe children should interact with technology when used in a meaningful way and only if it deepens their learning. Children will use a variety of materials to build robots, learn computer programming, and help develop solutions to the problems they see in the world around them, like this.

  • Our approach is to incorporate movement, art, and music into our projects. In year two, all Engineers will participate several times per week in CompSci and Movement. We hope to partner with volunteers and community partners to offer additional special area activities to our Engineers. As our school grows throughout the years, we anticipate offering more components to our overall program.

    We also have full use of the NBA-sized gym at the Boys & Girls Club and the Garden City Park located at our campus. Every child will have at least three free-play times throughout the day, including two recesses and an extended lunch time. Our academic program incorporates flexible seating and movement throughout the day.

  • We commit to providing Spanish language instruction in some capacity, though it may be limited in our early years. While we are committed to our mission of STEM education, we believe language exposure helps deepen global awareness, critical thinking, and empathy for others. As we grow our program, we anticipate greater capacity to offer more robust language opportunities.

  • There are 64 students per grade level, which are separated into two cohorts of 32. Each cohort is led by a certified teacher and an instructional assistant, bringing our ratio to 16:1. With our priority on small group, lab-based learning with two adults per class, we can mitigate against challenges of larger class sizes.

    Our classrooms have about 25-30% more square footage than standard traditional district rooms in Idaho. We can also predict, based on our pilot programs, that holding ongoing one-on-one coaching meetings between students and a mentor adult (teacher, instructional assistant, or other) combined with our restorative justice approach will help to create strong peer-to-peer and adult-to-student relationships in each classroom.

  • As a public school, we are held to the same accountability and testing measures as any other public school. Our students will participate in all Idaho State Assessments, such as the IRI and ISAT. We will also use the NWEA MAP measure as we believe it provides a more rigorous comparison point for student growth and achievement on a national level. We believe assessment should be limited and only used when there are clear and meaningful purposes.

  • The Boys & Girls Club offers before and after-school programming, as well as an affordable summer option. They currently do not offer after-school programs for kindergarten. Based on interest, we are working to see what other after-school options may be available for kindergartners (i.e. partnering with Giraffe Laugh).

    We are also exploring after-school opportunities for our two early release days per month.

  • We stand committed to ensuring all Future students are equipped with the academic skills and mindsets to be successful in our rapidly changing economy and future job market – this means deep engagement with robotics, engineering, and computer science. We believe every child deserves the academic foundation to have access and opportunity for the future of their choice.

    We believe young people are the future leaders of our local and global communities. At Future, we are committed to affirming each child and providing a safe, joyful learning community. In partnership with families, we want to nurture each child to be confident in their leadership and ability to collaborate with others. We incorporate the domains of identity, justice, action, and diversity across our content areas and projects, believing that a deep understanding of these domains will equip children to be strong, equitable leaders.

  • At FUTURE we believe that ALL means ALL. The Diverse Learner team provides services to school age students with disabilities.We believe every student is a diverse learner and commit to meeting each child where they are at.

    We have a full-time Director of Diverse Learning, Nicole Backhaus, and Special Education teacher, Hunter Filer. Additionally, we have a student support team that includes an Occupational Therapist, a Speech and Language Therapist, Habilitative Interventionists, and Special Education Paraprofessionals. Our Director of Diverse Learning, Nicole Backhaus, also serves as our 504 Coordinator.

    If you believe your child should be evaluated and receive special education services, either you as the parent/legal guardian, or our school district (Future), can begin the referral process for special education. You can do so by contacting your child’s teacher, one of our School Co-Directors, or the Director of Diverse Learning.

    Once a child is suspected as having a disability, a team is created to decide what information is required to determine if a disability exists. The team consists of the child’s parent/legal guardians, the child’s regular education teacher(s), a diverse learning educator, and the principal.

    A child might qualify under 13 eligibility categories and may be entitled to FAPE (free and public education) in the LRE (least restrictive environment).  

    We look forward to partnering with families to learn how we can best support your child. Our philosophy is “child-first” and believe that our decisions and approach to special education should always have the best interest of the child at the core.

    You can access your procedural safeguard rights in Idaho as a parent and/or guardian here.

  • We recognize the unique makeup and structure of each family and believe that parent and family engagement will look different for all. We honor and hold deep value for the home knowledge each child brings, believing that parents and families hold the greatest influence on our young people. While we have an open-door policy and welcome family volunteers, we recognize that not every family has this capacity. For some families, this may mean everything from volunteering in a classroom, to helping develop a parent organization, to making sure their child arrives to school each day.

  • There is overwhelming evidence that traditional homework at the elementary school level is not predictive of future academic success, and in many cases, can cause children to develop negative mindsets towards school. We deeply value families reading and communicating together and encourage families to read outside of school. Students may work on projects outside of school or feel inclined to solve a few problems at home, but we will not push a strong mandatory homework agenda.

  • We offer free transportation within our attendance zone. For families living outside of our attendance zone, children may still take the bus if they can be transported to the nearest available bus stop.

  • We commit to offering fresh, healthy meals and will address and accommodate any allergy concerns or needs.

Developing Engineers



Phone: 208-391-5419
E-mail: info@futurepublicschool.org
Address: 1010 W. Jefferson St, Suite 201, Boise, ID 83702