Advising and Support
Students develop strong relationships with faculty and counselors who support learning and life at school. The school is dedicated to helping students reach their full potential and provides expertise in academic advising, research, educational support, and health and well-being.
Each student is paired with a faculty advisor who reviews progress and provides guidance. Each class also has a team of Sponsors. The faculty team supports students through each grade and connects parents to the curriculum and the community through parent meetings.
Health and Well-being
The High School Mentor is there, as needed, to support students’ emotional well-being and overall progress in school. She helps students make healthy choices and identify behaviors that may hinder success. There are individual and small group counseling and facilitation sessions among parents, faculty, and others.
The Educational Support Program helps students with learning differences understand their processing style and become their own advocate. The program is overseen by the Educational Support Coordinator who works closely with the High School Mentor and the Chair. Together they form the “Individualized Learning Committee” (ILC). The protocol is designed so that neurodiverse students receive appropriate accommodations in the classroom, and on standardized tests (SAT, ACT, etc.). Sometimes the school enlists the help of specialized outside professionals.
The library collection includes more than 4,000 books, magazines, journals and newspapers, primary source documents, CDs, DVDs, maps and musical scores. The digital collection offers students access to thousands of academic journals, periodicals, reference eBooks and multimedia resources in the library's network of seventeen academic databases. Students may use the library's iMacs, PCs, and MacBook Airs; printers; scanners; and photocopier for library research. The Librarian supports students in their quest for knowledge and understanding of the world. She guides them in finding resources and pushes them to consider, "who else is asking similar research questions, where are they publishing their findings, and how does one evaluate the authority of sources?"