RCS teachers strive to develop holistically and set personal and professional goals that are holistic in nature. In an effort to support the growth and development of holistic teachers, mentor teachers, and administrators observe and evaluate teachers using a Rainbow Seven Domains™ Goals Setting and Observation Form.

As students become aware of the Rainbow Seven Domains™ and their place within the RCS educational model, they begin to reflect on their own learning styles.

These self-reflections vary in complexity across grades but all indicate the Domains with which the student most resonates and the Domains by which they may be most challenged. They are shared at Student Led Conferences.

Although we seek to foster a well-rounded individual, many people are naturally inclined towards one or two particular Domains, witnessing and engaging the world through their own unique lens.

The concept of the Domains is versatile and can be used not only for educational purposes but also as the understanding of personality archetypes, much akin to Jungian archetypes or Rudolph Steiner’s 4 temperaments.

Each Domain persona perceives and communicates uniquely. Each persona is also presented with innate challenges.

In understanding and respecting these differences, we can gain greater empathy toward others, form a stronger community ,and manage healthier dialogues. We can, as well, better understand and address the needs of our students.

Cultivating a holistic learning environment takes intentional planning. Our teachers and/or teaching teams use long-term unit plans and short-term lesson plan frameworks.

These frameworks encourage thinking and planning through the Rainbow Seven Domains™ while also inviting cross-curricular integration.

RCS takes a balanced approach to assessment. Students are assessed using multi-faceted methods to create a well-rounded understanding of both the level of each child and the type of learner each is.

The information that is collected using a robust set of assessments is integrated into student narrative evaluations/ progress reports. These narratives are completed each trimester and are structured in a way that the classroom teacher reports on student growth and development in all Rainbow Seven Domains™.

"Domain Day" is an opportunity for students to gather together in groups based upon a specific elected domain and to spend the entirety of the day engulfed in the experience of that domain.

Domain Days allow children to be immersed in an educational experience relating to a domain to which they are innately attracted.

Also, since the ages will be blended, it is an opportunity for students to interact in an educational setting with peers they may not generally mingle with due to the natural age boundaries of each class.

The RCS school day does not follow the traditional schedule of 50-minute class periods. Rather, large instructional blocks that integrate the Rainbow Seven Domains™ are implemented.

While some lessons highlight one domain more than others, all of the domains are often integrated simultaneously into a lesson. For example, a Math class will primarily focus on the Mental Domain. However, students may be practicing math facts through kinesthetic learning games that utilize the Physical Domain.

Students may also ponder the deeper meaning of infinite numbers through the lens of the Spiritual Domain, or they may demonstrate how a math concept, such as the Fibonacci Sequence, is found throughout the Natural Domain, thus making the concept more memorable and relevant.

Students who are skilled in the Social Domain are proactive in asking questions and are adept in working in groups on math-oriented inquiry projects.

Learners are often drawn to one or two particular domains for which they have a natural proclivity or talent. When a student is nourished in the particular domain they resonate with, their success often builds confidence and enhances growth in the other domains.

Reciprocally, the holistic approach allows for learners to explore domains that may be challenging, but in a way that utilizes the strengths they have in other domains.

This method is an intimate and nuanced approach, where the teacher will adjust their instruction and the learning environment based upon the individual needs and innate talents of the students.

Students are encouraged to participate in this process, further bolstering the synergy of the unique learner and the interactive, perceptive teacher.