Our Program

We use differentiated instruction to ensure that every student is working within their Zone of Proximal Development, the space between what they can do independently and what they can achieve with guidance. By meeting students at this critical point of challenge and support, we help them build confidence, deepen understanding, and achieve meaningful growth.

Small class sizes are essential to effective differentiation. Across the K–8 grades, our low student-to-teacher ratios allow educators to provide targeted support and enrichment. In the Lower School, each classroom is led by both a head and an assistant teacher. Students also benefit from instruction by specialists in music, Spanish, art, science, strings, gardening, library, and physical education – often with two teachers present. Many specialist classes are further divided into half-groups of just 10–12 students, creating space for active participation and meaningful dialogue. Small-group learning makes it possible to differentiate instruction effectively without relying on rigid ability grouping.

In the Upper School, differentiation becomes increasingly nuanced and student-driven. Instruction is designed to meet students where they are, while encouraging them to stretch toward greater challenges. Teachers often layer opportunities within a single lesson or assignment, allowing students to choose the level of complexity that best fits their current readiness.

For example, in math, practice sets are structured with increasing difficulty. Students are required to complete a foundational number of problems before opting into more challenging ones. Optional Higher Order Thinking (H.O.T.) problems and “mild, medium, spicy” algebra sets invite students to self-select their level of challenge – building both independence and a growth mindset.

In other subjects, differentiation may include flexible choices in project formats, pacing, or reading selections, allowing students to engage deeply with content in ways that match their evolving needs and interests. This approach carefully balances structure with autonomy, ensuring that all learners are appropriately supported and stretched.

Our school embraces a diverse community of learners, representing a wide range of learning styles and academic strengths. Our on-site Student Support Services Team—including counselors and learning specialists—partners with classroom teachers and families to help students navigate challenges that may affect their social, emotional, or academic growth.

To meet individual learning needs, the team employs a flexible hybrid model that blends in-class (push-in) support with targeted small-group or one-on-one instruction (pull-out).

Students with learning differences bring unique strengths and talents that we actively seek to nurture. To help ensure success across a broad spectrum of learning profiles, our Student Support Services Team addresses a child’s academic, social, and emotional needs in the following ways:

• Observation and basic screening of all lower school students at least twice each year.
• Consultation and case management, working with teachers, families, outside specialists, monitoring progress and working in concert to support each child.
• Direct services with students in small groups and one-on-one sessions during the school day
• Referrals to outside services such as educational therapists, tutors, and other specialists as needed.
• Drafting student support plans to ensure that students who need additional strategies and accommodations in the classroom are receiving this differentiation.

In the Upper School, differentiation becomes increasingly nuanced and student-driven. Instruction is designed to meet students where they are, while encouraging them to stretch toward greater challenges. Teachers often layer opportunities within a single lesson or assignment, allowing students to choose the level of complexity that best fits their current readiness.

For example, in math, practice sets are structured with increasing difficulty. Students are required to complete a foundational number of problems before opting into more challenging ones. Optional Higher Order Thinking (H.O.T.) problems and “mild, medium, spicy” algebra sets invite students to self-select their level of challenge – building both independence and a growth mindset.

In other subjects, differentiation may include flexible choices in project formats, pacing, or reading selections, allowing students to engage deeply with content in ways that match their evolving needs and interests. This approach carefully balances structure with autonomy, ensuring that all learners are appropriately supported and stretched.