The Desert Lab School (DLS) is a microschool that operates within the same guiding language and policies of Tucson Country Day School. What makes the DLS different from the existing K-8 program at TCDS is that it operates almost exclusively outdoors, using nature and outdoor activities as a laboratory for learning where students use the desert environment as a lens for inquiry, creativity, and real-world problem-solving. Our desert climate uniquely supports this model of year-round outdoor learning.

The DLS seeks to launch with one cohort of twenty-four 3rd-5th grade grade students who will be guided by one Director for the 2026-2027 school year. The DLS will look to add a 6th-8th grade cohort for the 2027-2028 school year. The DLS would operate under the same TCDS annual calendar and hours of operation. In the event the Director is absent, the CEO will serve as the substitute teacher. A pool of vetted substitute teachers will also be established and utilized as necessary.

Immediately south of the TCDS low-ropes course is a large plot of land that includes a 600 square foot ramada complete with electricity, large mesquite trees that provide shade, a temperature controlled trailer which will serve as the DLS office, a 200 square foot indoor learning studio, supply storage, and ample space for a garden and fire pit. When on campus, students will use this location as their homebase.

The DLS homebase will be equipped with misters for cooling in the hot months and space heaters for the winter months. In the event of severe thunderstorms, heat above 105 degrees, and cold below 20 degrees, cohorts would meet in the 2,000 square foot, temperature controlled, TCDS Makerspace. Secondary indoor locations include the 1,000 square foot maintenance office and offices in the TCDS resource building.

The DLS will create a weekly flow of activities, with the below “Core Four” serving as the foundation:

• Project Based Learning Units – A Project-Based Learning (PBL) unit is a structured, student-centered learning experience where learners explore real-world problems or challenges over an extended period of time. Students engage in inquiry, collaboration, and critical thinking as they develop solutions and create meaningful products or presentations. The unit is guided by clear learning goals and culminates in a public demonstration of learning that reflects deep understanding.
• Skills practice – DLS students will each have a subscription to IXL, an online learning platform designed to help students develop foundational learning skills at their own pace and skill level. Students will need access to their own chromebook to be used for skills practice. DLS students will take the Arizona’s Academic Standards Assessment in the spring and will use this software program as their primary tool for preparation for this test in Language Arts and Math. Students will engage in skills practice approximately 1-2 hours per day.
• Workshops – Workshops are short, focused learning experiences where students actively build skills, explore ideas, and engage in hands-on practice. Teachers lead workshops to introduce new concepts, spark curiosity, and expose students to different ways of thinking. These sessions support student growth by providing targeted instruction, collaboration, and opportunities for creative exploration. There will also be opportunities for students to explore their own areas of interest. Students have the opportunity to earn achievement badges by completing specific requirements related to subject areas presented in a workshop. Each badge is earned under the guidance of their teacher, who helps the student learn, practice,
  and demonstrate mastery of the topic. Students have the choice as to which topics they would like to pursue achievement badges for.
• Field Studies – Field studies are off-campus trips to a particular location that is tied to a PBL unit. For example, Sabino Canyon, Saguaro National Park, Catalina State Park, local farms, grocery stores, etc. For the months of August, September, and May Mt. Lemmon and its nearby parks and scenic locations will serve as the primary site visit locations due to their cooler conditions, while sites in the Tucson valley will be the focus of field studies from October – April.
  • The following weekly activities will supplement the above Core Four:
    ○ Swimming – In August, September, October, and May, DLS students will swim in the TCDS pools on a weekly basis, developing water safety awareness as well as their physical strength and endurance.
    ○ Low-ropes challenge course – Each week students will use the TCDS challenge course to develop teamwork and communication skills while overcoming challenges and obstacles and developing physical coordination and strength.
    ○ Nature walks – DLS students will take multiple nature walks each week, combining physical activity with hands-on exploration of the natural world, supporting both well-being and curiosity. As children observe plants, animals, weather, and ecosystems, they naturally engage with key science concepts like life cycles, habitats, and environmental change.
    ○ Gardening – The DLS will establish and maintain a garden, growing and consuming their own food as an ongoing project.

TCDS staff will transport DLS students using TCDS vans. The TCDS bus will also be made available for certain trips off campus.

Each quarter the DLS will take an optional one-night, two-day trip to a location in or near Tucson. These trips will have students purposefully exploring and engaging with their overnight environment. Along with these optional quarterly trips, the DLS will take an optional annual three-day, two-night trip to a national park somewhere in the western region of the U.S.

In order to engage with the above-listed activities, students will regularly use shovels, pocket knives, a journal and writing utensil, and a chromebook. The shovels, gardening equipment, and pocket knives will be stored on campus and only used under staff supervision. The student will be responsible for keeping their chromebooks and journals. The school will furnish students with chairs and writing surfaces when needed.

The Desert Lab School is an outdoor learning environment that emphasizes exploration, movement, and comfort in nature. Student attire should reflect readiness for changing weather conditions and active participation in outdoor activities.

Required daily attire:
● Closed-toe, outdoor-appropriate shoes (such as hiking shoes, trail sneakers, or boots)
must be worn at all times.
● Comfortable, breathable clothing suitable for hiking, gardening, and hands-on work.
● A wide-brimmed hat or cap for sun protection.
● Reusable water bottle brought daily.
Seasonal and weather-based expectations:
● During cooler months, students should wear layers (long sleeves, jackets, or
sweatshirts) that can be easily removed as temperatures rise.
● During hotter months, lightweight, light-colored fabrics that offer sun protection are
recommended.
● Rain jackets or ponchos are required for light rain conditions, as learning will continue
outdoors when safe to do so.
Additional guidelines:
● Clothing should be free of inappropriate graphics, text, or large logos unrelated to TCDS.
● Jewelry and accessories that may interfere with physical activity or safety should be
avoided.
● Students are encouraged to have a labeled set of spare clothes kept at school for
unexpected weather or activity changes.

All DLS students will have a growth transcript that is maintained both by the student and their teacher. This growth transcript can be accessed 24/7 and will provide feedback (minimally proficient, partially proficient, proficient, and highly proficient) to the student and their parents/guardians in the follow Essential Skills:

● Collaboration: Working together respectfully and effectively to achieve a shared goal by listening, contributing, and supporting others.
● Agency: Taking ownership of your learning and actions—making choices, setting goals, and following through with purpose and responsibility.
● Influence: Using your voice and actions to make a positive impact on others, your community, and the world around you.
● Curiosity: Wondering, exploring, and asking questions to understand how things work and why they matter.
● Adaptability: Adjusting your mindset and approach when things change or challenges arise—staying flexible and positive.
● Problem Solving: Identifying challenges, thinking critically about options, and finding creative and effective solutions.
● Innovation: Imagining and creating new ideas, products, or approaches that improve or transform existing ways of doing things.
● Reflection: Looking back on experiences to understand what worked, what didn’t, and
how to grow moving forward.
Along with a growth transcript each student will have an IXL practice pathway that indicates progress towards mastery of their grade level state standards. This can be accessed 24/7 by students and parents/guardians.
At the end of each quarter the DLS will host an “Achievement Night” where families gather and where students share artifacts and evidence of learning, along with receiving earned achievement badges.

There will be a one-time transportation donation which will be collected at the beginning of the school year, helping cover the cost of gas and van maintenance throughout the school year given the frequency of their use for DLS students. There will be separate fees for the optional quarterly overnight trips as well as with the annual national park trip. XIII. How will we know the effectiveness of the DLS?

The DLS teachers will report directly to the TCDS CEO, who will be overseeing and participating in the implementation of the DLS program. The DLS teacher will meet with the CEO weekly to discuss challenges, discoveries, and ideas for incremental improvements. Parents will be routinely invited to shadow certain days to see the program in action for themselves. The Teacher and CEO will host regular parent gatherings to solicit feedback and share progress of the program.

The following will be annual goals for the DLS:
● Ensure each student scores higher in Math and Language Arts on the state exams
compared to their prior year
● Achieve a minimum of 95% student and parent satisfaction as measured by mid and
end-of-year surveys
● Ensure each DLS cohort reaches student capacity

The first year of the DLS will be made up of a total of twenty-four 3rd-5th graders. To be considered for the DLS the following steps must be completed:

• Completing a TCDS 2026-2027 online enrollment form.
• Submitting an online parent questionnaire, which includes signing up for a tour.

Following the submission of the parent questionnaire you will receive a tour confirmation from CEO, Jordan Krause. Students will be selected via a lottery system.

After reading the above DLS outline, if you feel this program would be a good fit for your child, your next steps are to:

1. Ensure you’ve completed a 2026-2027 enrollment form for your child.
2. Complete this Parent Questionnaire which includes a question about when you and your child can attend a tour of the DLS homebase. 
3. Receive a tour confirmation email from CEO, Jordan Krause.