Selected colleges and universities
attended by our graduates:
Amherst College
Oberlin College
Rensselaer Polytechnic Institute
Bard College
Parsons: The New School for
Rhode Island School of Design
Barnard College
Design
Rice University
Skidmore College
Bates College
Bowdoin College
“I think the end result of Waldorf
Education is to raise our consciousness.
Stanford University
Brown University
There is a heightened consciousness of
Swarthmore College
what our senses bring us from
Bucknell University
the world around us, about our feelings,
Syracuse University
Carnegie Mellon University
about the way we relate to other people.
The College of William
Colgate University
Columbia University
Cornell University
Dartmouth College
It taught me how to think for myself, to
be responsible for my decisions.
Second, it made me a good listener, sensitive to the needs of others. And third, it
helped establish meaningful beliefs. In all
the Main Block lessons-in history, science,
and philosophy-we really probed the
importance of values and beliefs.
and Mary
The Cooper Union for the
Advancement of
Science and Art
The Johns Hopkins University
Davidson College
In dealing with a lot of complex issues
Tufts University
Denison University
and a lot of stress, if that isn't balanced
United States Military
Duke University
by a core of meaningful beliefs, you really
will just be consumed and fail. [Waldorf]
Earlham College
taught me how to think for myself, to be
Emory University
responsible for my decisions.”
Franklin and Marshall College
Georgetown University
Gettysburg College
Grinnell College
~Kenneth Chenault~
The Waldorf School of Garden City '69
Bowdoin College-B.A., History
Harvard Law School, J.D.
President and CEO,
American Express Company
Brian DiUbaldo, College Guidance Counselor: 516.742.3434 ext. 315
Roland Rothenbucher, High School Chair: 516.742-3434 ext. 316
Smith College
Brandeis University
Colby College
225 Cambridge Avenue, Garden City, New York 11530
Tel: 516.742.3434 Fax: 516.742.3457
www.waldorfgarden.org
CEEB CODE: 332042
Academy (West Point)
University of California Berkeley
University of Chicago
University of Michigan
University of Pennsylvania
Vanderbilt University
Harvard University
Vassar College
Julliard School of Music
Wellesley College
Lehigh University
Pomona College
Wesleyan University
McGill University
Pratt Institute
Williams College
Middlebury College
Princeton University
Yale University
New York University
Reed College
COLLEGE ADMISSION PROFILE: 2012-2013
The School
Academic Program
Founded in 1947, The Waldorf School of Garden City is an
independent, coeducational, college-preparatory day school
for students age 3 through 18. Our students' academic curriculum is enlivened through practical and artistic activities;
the Waldorf School of Garden City cultivates independent
thinking and healthy social awareness that prepares students
for college and beyond. With our extension campus at the
foot of Mt. Monadnock in New Hampshire, students' learning is enriched through direct contact with the natural world.
In our high school, a demanding academic program helps
students to develop an independent and disciplined
approach to learning. In subject matter, the high school
program offers a solid and rigorous liberal arts and sciences curriculum. Many are strong and competitive athletes, engaged musicians and willing participants in dramatic and movement arts. The goal of our high school
education is to foster self-awareness, compassion, and
responsibility in every student.
History of Waldorf Education
Graduation Requirements: Our academic program
prescribes that our students take:
Waldorf education was developed in the early part of the
20th century by Rudolf Steiner, a philosopher and teacher
who sought to apply a new way of thinking to different
aspects of humanity.
The first Waldorf School opened its doors in September
1919 under the sponsorship of the Waldorf-Astoria
Company. It was revolutionary for its time - a co-educational school open to children from all social, religious,
racial, and economic backgrounds that provided a comprehensive and cultural education that would help students
become creative and balanced individuals.
The Students
Our high school enrolls students from 40 school districts in
Nassau, Suffolk, Kings and Queens counties. Students come
from diverse cultural, racial, religious and socio-economic
backgrounds. There are currently 105 students in the high
school. Class of 2013 class size: 27.
Faculty
Our teachers know our students well. A close-knit team of
dedicated professionals, the high school teachers interact with
students on a daily basis in and outside of the classroom.
.
.
.
.
.
.
36 "Main Lesson" seminars.
4 year-long courses in English, Mathematics, Foreign
Language (French, German or Spanish), Arts (woodworking,
fiber and fine arts) and Physical Education (including movement arts).
2 year-long courses in History (American and World).
Sophomores choose 1 of the following: Accelerated Chemistry,
World History, Digital Journalism.
Juniors choose 1 of the following: Accelerated Physics,
Chemistry, World History Survey, Expository Writing.
Seniors choose 1 of the following: Accelerated Physics,
Chemistry, World History Survey, Expository Writing;
Intro to Business, Finance, and Project Management.
We do not rank. GPA is based on a 100 point scale; we do
not weight any grades, though select students may take
accelerated upper level science, math and history classes.
100 is the highest-achievable average.
Other Requirements: Every Sophomore participates in a
dramatic performance for the annual Literary Play. During
Cultural Awareness Week, in front of an audience of faculty, peers, and parents, each Sophomore presents the history
of his or her family through oral history, use of timelines,
presentation of family heirlooms and artifacts, photos, and
other technologies. At the weekly High School assembly,
each Junior chooses, memorizes, and recites a poem and
each Senior presents a fifteen minute formal speech to the
faculty and student body. Every month the Senior Class
plans and moderates a forum on a current topic of interest
to the school community. In June the Senior Class performs
a full-length play. Each Senior elects to plan, execute and
complete a body of work by choosing an artistic medium
such as stained glass, clay, wood, fiber arts, tiles, oil or
watercolor paint. The projects culminate in a Senior art
exhibit before graduation.
Block Schedule: Main Lesson Seminars
At the Waldorf School of Garden City, the school day
begins with a seminar called main lesson, a 90-minute class
period devoted to the in-depth study of a major academic
topic which rotates monthly.
Main Lessons
GRADE 9
History through Art
Modern China
Humanity and Idealism
English: American Literature
English: History of Drama
Math: Permutations and
Combinations
Biology: Human Senses
Introduction to Chemistry
Physics: Thermodynamics
GRADE 10
History through Language
Greek Thought
Latin American History
English: Sophomore Play
English: The Odyssey
Math: Conic Sections
Biology: Physiology
Organic Chemistry
Physics: Mechanics
GRADE 11
History through Music
American History
English: Dante's The Inferno
English: Medieval Romances
English: Shakespeare
Math: Projective Geometry
Biology: Zoology
Chemistry: Acids & Bases
Electricity and Magnetism
GRADE 12
History through Architecture
History of Africa
History: Economics
History: Symptomatology
English: Russian Literature
English: Senior Play
English: The Transcendentalists
Biology: Evolution
Optics
and the geographical, cultural, political and economic
forces that shape all societies. Our 9th grade main lessons
address the need to root the students at this age in what isnot what seems to be. Students learn through keen observation and learn to question assumptions.
den, hauling, splitting, and cutting fire wood, working on
trails, and taking care of the animals. The act of working
on the farm connects the students to food, to the land, and
to each other. Everyone has meal chores and eats together
family style.
Independent Private and Parochial Schools Athletic League
(IPPSAL). Recent accomplishments include:
Boys Varsity Boys Soccer IPPSAL Champions 2010;
Varsity Boys Basketball IPPSAL Champions 2011;
Varsity Girls Basketball IPPSAL Runners Up 2011.
Sophomore main lessons are concerned with observation
and seeing the origin of things. The Sophomore main lesson curriculum addresses the growing consciousness of the
Sophomores in their capacity to think for themselves.
Through a study of the History of Language and culture
(Pre-Columbian societies in Latin America History), the
Sophomores are helped to discover their own origins, i.e. to
find themselves.
During their 2nd trip to Glen Brook during freshman year,
students spend 4 nights camping out, cooking their own
meals, and being totally self-reliant in terms of their daily
needs. Everyone learns that it is possible to be comfortable
when all one has is the tools and food in one’s backpack.
Students also navigate a low and high ropes course, in
which they learn ground rules and respectful communications with one another. Students gain confidence in the use
of climbing equipment and learn the tangible skills of managing the equipment.
Additional offerings: High School Model UN, Yearbook,
Art Club, Spanish Club, Select Vocal Ensemble, The Green
Club, Social Committee, The Community Service Club,
Student Council, Instrumental Ensemble, Eco-Orchestra,
Eurythmy, Track & Field, Mandarin Chinese, Chorus,
Fashion and Art.
The aim of the Junior main lessons is for the students to
gain insight. In Dante's Inferno, Juniors extend their moral
imagination to the afterlife. With an emphasis on cycles
and processes and progressions and renewal, Juniors study
World Religions and History through Music.
The Senior main lessons aim to address latent questions
such as: How can I understand the contemporary world
and how will I find my place in it? In reading the works of
Emerson, Thoreau, and Whitman, Tolstoy and Solzhenitsyn
(in the Transcendentalism and Russian Literature main lessons), the students contemplate their individual destiny and
are introduced to concepts such as self-reliance and the role
of tradition in the education of the individual. In the study
of Evolution and Modern Physics, students are challenged
to exercise their own judgments after a thorough consideration of often contradictory theories. Seniors learn to think
for themselves.
A Word on APs
We do not offer AP classes, however our morning Main
Lessons allow time for in-depth investigation and individual
student engagement; for most of the main lessons, students
are required to produce an original portfolio which
includes their unique research, required assignments, and
illustrations.
As an independent school we follow a syllabus and curriculum that aligns with our instructional mission. Our view is
that students are best prepared for college-level work if
they can fully master and enjoy high school-level work
while in their high school years. Our students master the
integrated subject matter of our enriched main lesson program in which the individual requirements are on an honors level.
Naturalist Studies on our Farm Campus
Freshmen main lessons are designed to expand the students' horizons. In 9th grade the main lessons allow students to relate conceptual understanding to practical implementation. For example, in Humanity and Idealism, students work in groups to create their own society that
reflects the personal ideals of the individuals in the group
Using our extension campus in New Hampshire, high
school students complete a 4 year required curriculum of
natural studies and wilderness expeditions.
9th Grade: Freshmen take 2 trips to our Glenbrook campus where they climb Mt. Monadnock and work on the
farm--rebuilding stone walls, harvesting food from the gar-
10th grade: Having acquired some camping and outdoor
skills in freshman year, Sophomores hike to an altitude of
4,000 feet in the White Mountains. The three day hiking
trip provides a rigorous physical challenge in an ecosystem
unlike anyplace else on earth. Bright sunshine allows for
vistas that expand to one hundred miles around. This
mountain hike gives students an experience that can be
emotionally and physically uncomfortable but doable, and
they come down off the trail with a sense of confidence
that could not otherwise be achieved.
It is a challenge to run a wide selection of after school clubs
in a small, independent high school, since there is a limited
pool of resources and students. During the course of a
year, it is not unusual for our students to participate in a
number of extracurricular clubs: a varsity athlete will typically also participate in Model UN and Yearbook for example. Such broad involvement and sustained engagement in
a variety of areas of interest are the mark of our High
School students. Additionally, many of our students pursue
outside-of-school opportunities such as Community Service
and Sports.
MISSION STATEMENT
.
11th grade: Students look at the history of cartography
through the lens of economic necessity, the trade routes in
every hemisphere, and they study how cartography was the
vehicle for the protection of those assets. Students also
learn about cartography through modern day stories and
historical examples. Students soon learn to use the theoretical knowledge in a practical way by learning to use a
compass and figuring out how to use scale. Finally,
equipped with a map, a compass, and some food, students
are dropped off 5 miles from camp and, in groups of 3-4,
navigate their way through the woods to homebase.
Students learn to orient themselves in space and gain an
ability to connect abstract learning to practical application.
12th grade: The focus of the senior trip is the economics of
food. Topics studied include the 100 mile diet (seasonal
local foods), ethical meat production, organics, biodynamic
farming, and sustainable farming methods. Students learn
that we need to be informed consumers and responsible citizens when it comes to the choices we make about food.
Afterward each student has to prepare a presentation on
the natural history of a specific food and each student plans
and cooks a meal for the group. Seniors gain confidence in
being in the kitchen, and also gain a familiarity with
"scratch" cooking.
Extracurricular, co-curricular and
additional elective offerings
The Waldorf School of Garden City offers interscholastic
competition in boys' and girls' soccer, basketball and baseball (boys) and softball (girls). All teams compete in the
To nurture toward compassion, to balance toward
wholeness, to challenge toward excellence and achievement — these are the goals to which the Waldorf School
of Garden City aspires. Based on the insights of Rudolf
Steiner and enriched by the diversity of our community,
our methods of teaching reflect an understanding of the
growing child and acknowledge the spiritual
origins of humanity.
AT A GLANCE
Founded: 1947
Grades: Nursery through Grade 12
Enrollment: 340
Number of Faculty and Staff: 86
Garden City Campus: 10-acres
Extension Campus: 250-acres at Camp Glen Brook in
Marlborough, New Hampshire
Accredited by: The Association of Waldorf Schools of North
America (AWSNA) and the New York State Association of
Independent Schools (NYSAIS)
Other Requirements: Every Sophomore participates in a
dramatic performance for the annual Literary Play. During
Cultural Awareness Week, in front of an audience of faculty, peers, and parents, each Sophomore presents the history
of his or her family through oral history, use of timelines,
presentation of family heirlooms and artifacts, photos, and
other technologies. At the weekly High School assembly,
each Junior chooses, memorizes, and recites a poem and
each Senior presents a fifteen minute formal speech to the
faculty and student body. Every month the Senior Class
plans and moderates a forum on a current topic of interest
to the school community. In June the Senior Class performs
a full-length play. Each Senior elects to plan, execute and
complete a body of work by choosing an artistic medium
such as stained glass, clay, wood, fiber arts, tiles, oil or
watercolor paint. The projects culminate in a Senior art
exhibit before graduation.
Block Schedule: Main Lesson Seminars
At the Waldorf School of Garden City, the school day
begins with a seminar called main lesson, a 90-minute class
period devoted to the in-depth study of a major academic
topic which rotates monthly.
Main Lessons
GRADE 9
History through Art
Modern China
Humanity and Idealism
English: American Literature
English: History of Drama
Math: Permutations and
Combinations
Biology: Human Senses
Introduction to Chemistry
Physics: Thermodynamics
GRADE 10
History through Language
Greek Thought
Latin American History
English: Sophomore Play
English: The Odyssey
Math: Conic Sections
Biology: Physiology
Organic Chemistry
Physics: Mechanics
GRADE 11
History through Music
American History
English: Dante's The Inferno
English: Medieval Romances
English: Shakespeare
Math: Projective Geometry
Biology: Zoology
Chemistry: Acids & Bases
Electricity and Magnetism
GRADE 12
History through Architecture
History of Africa
History: Economics
History: Symptomatology
English: Russian Literature
English: Senior Play
English: The Transcendentalists
Biology: Evolution
Optics
and the geographical, cultural, political and economic
forces that shape all societies. Our 9th grade main lessons
address the need to root the students at this age in what isnot what seems to be. Students learn through keen observation and learn to question assumptions.
den, hauling, splitting, and cutting fire wood, working on
trails, and taking care of the animals. The act of working
on the farm connects the students to food, to the land, and
to each other. Everyone has meal chores and eats together
family style.
Independent Private and Parochial Schools Athletic League
(IPPSAL). Recent accomplishments include:
Boys Varsity Boys Soccer IPPSAL Champions 2010;
Varsity Boys Basketball IPPSAL Champions 2011;
Varsity Girls Basketball IPPSAL Runners Up 2011.
Sophomore main lessons are concerned with observation
and seeing the origin of things. The Sophomore main lesson curriculum addresses the growing consciousness of the
Sophomores in their capacity to think for themselves.
Through a study of the History of Language and culture
(Pre-Columbian societies in Latin America History), the
Sophomores are helped to discover their own origins, i.e. to
find themselves.
During their 2nd trip to Glen Brook during freshman year,
students spend 4 nights camping out, cooking their own
meals, and being totally self-reliant in terms of their daily
needs. Everyone learns that it is possible to be comfortable
when all one has is the tools and food in one’s backpack.
Students also navigate a low and high ropes course, in
which they learn ground rules and respectful communications with one another. Students gain confidence in the use
of climbing equipment and learn the tangible skills of managing the equipment.
Additional offerings: High School Model UN, Yearbook,
Art Club, Spanish Club, Select Vocal Ensemble, The Green
Club, Social Committee, The Community Service Club,
Student Council, Instrumental Ensemble, Eco-Orchestra,
Eurythmy, Track & Field, Mandarin Chinese, Chorus,
Fashion and Art.
The aim of the Junior main lessons is for the students to
gain insight. In Dante's Inferno, Juniors extend their moral
imagination to the afterlife. With an emphasis on cycles
and processes and progressions and renewal, Juniors study
World Religions and History through Music.
The Senior main lessons aim to address latent questions
such as: How can I understand the contemporary world
and how will I find my place in it? In reading the works of
Emerson, Thoreau, and Whitman, Tolstoy and Solzhenitsyn
(in the Transcendentalism and Russian Literature main lessons), the students contemplate their individual destiny and
are introduced to concepts such as self-reliance and the role
of tradition in the education of the individual. In the study
of Evolution and Modern Physics, students are challenged
to exercise their own judgments after a thorough consideration of often contradictory theories. Seniors learn to think
for themselves.
A Word on APs
We do not offer AP classes, however our morning Main
Lessons allow time for in-depth investigation and individual
student engagement; for most of the main lessons, students
are required to produce an original portfolio which
includes their unique research, required assignments, and
illustrations.
As an independent school we follow a syllabus and curriculum that aligns with our instructional mission. Our view is
that students are best prepared for college-level work if
they can fully master and enjoy high school-level work
while in their high school years. Our students master the
integrated subject matter of our enriched main lesson program in which the individual requirements are on an honors level.
Naturalist Studies on our Farm Campus
Freshmen main lessons are designed to expand the students' horizons. In 9th grade the main lessons allow students to relate conceptual understanding to practical implementation. For example, in Humanity and Idealism, students work in groups to create their own society that
reflects the personal ideals of the individuals in the group
Using our extension campus in New Hampshire, high
school students complete a 4 year required curriculum of
natural studies and wilderness expeditions.
9th Grade: Freshmen take 2 trips to our Glenbrook campus where they climb Mt. Monadnock and work on the
farm--rebuilding stone walls, harvesting food from the gar-
10th grade: Having acquired some camping and outdoor
skills in freshman year, Sophomores hike to an altitude of
4,000 feet in the White Mountains. The three day hiking
trip provides a rigorous physical challenge in an ecosystem
unlike anyplace else on earth. Bright sunshine allows for
vistas that expand to one hundred miles around. This
mountain hike gives students an experience that can be
emotionally and physically uncomfortable but doable, and
they come down off the trail with a sense of confidence
that could not otherwise be achieved.
It is a challenge to run a wide selection of after school clubs
in a small, independent high school, since there is a limited
pool of resources and students. During the course of a
year, it is not unusual for our students to participate in a
number of extracurricular clubs: a varsity athlete will typically also participate in Model UN and Yearbook for example. Such broad involvement and sustained engagement in
a variety of areas of interest are the mark of our High
School students. Additionally, many of our students pursue
outside-of-school opportunities such as Community Service
and Sports.
MISSION STATEMENT
.
11th grade: Students look at the history of cartography
through the lens of economic necessity, the trade routes in
every hemisphere, and they study how cartography was the
vehicle for the protection of those assets. Students also
learn about cartography through modern day stories and
historical examples. Students soon learn to use the theoretical knowledge in a practical way by learning to use a
compass and figuring out how to use scale. Finally,
equipped with a map, a compass, and some food, students
are dropped off 5 miles from camp and, in groups of 3-4,
navigate their way through the woods to homebase.
Students learn to orient themselves in space and gain an
ability to connect abstract learning to practical application.
12th grade: The focus of the senior trip is the economics of
food. Topics studied include the 100 mile diet (seasonal
local foods), ethical meat production, organics, biodynamic
farming, and sustainable farming methods. Students learn
that we need to be informed consumers and responsible citizens when it comes to the choices we make about food.
Afterward each student has to prepare a presentation on
the natural history of a specific food and each student plans
and cooks a meal for the group. Seniors gain confidence in
being in the kitchen, and also gain a familiarity with
"scratch" cooking.
Extracurricular, co-curricular and
additional elective offerings
The Waldorf School of Garden City offers interscholastic
competition in boys' and girls' soccer, basketball and baseball (boys) and softball (girls). All teams compete in the
To nurture toward compassion, to balance toward
wholeness, to challenge toward excellence and achievement — these are the goals to which the Waldorf School
of Garden City aspires. Based on the insights of Rudolf
Steiner and enriched by the diversity of our community,
our methods of teaching reflect an understanding of the
growing child and acknowledge the spiritual
origins of humanity.
AT A GLANCE
Founded: 1947
Grades: Nursery through Grade 12
Enrollment: 340
Number of Faculty and Staff: 86
Garden City Campus: 10-acres
Extension Campus: 250-acres at Camp Glen Brook in
Marlborough, New Hampshire
Accredited by: The Association of Waldorf Schools of North
America (AWSNA) and the New York State Association of
Independent Schools (NYSAIS)
Selected colleges and universities
attended by our graduates:
Amherst College
Oberlin College
Rensselaer Polytechnic Institute
Bard College
Parsons: The New School for
Rhode Island School of Design
Barnard College
Design
Rice University
Skidmore College
Bates College
Bowdoin College
“I think the end result of Waldorf
Education is to raise our consciousness.
Stanford University
Brown University
There is a heightened consciousness of
Swarthmore College
what our senses bring us from
Bucknell University
the world around us, about our feelings,
Syracuse University
Carnegie Mellon University
about the way we relate to other people.
The College of William
Colgate University
Columbia University
Cornell University
Dartmouth College
It taught me how to think for myself, to
be responsible for my decisions.
Second, it made me a good listener, sensitive to the needs of others. And third, it
helped establish meaningful beliefs. In all
the Main Block lessons-in history, science,
and philosophy-we really probed the
importance of values and beliefs.
and Mary
The Cooper Union for the
Advancement of
Science and Art
The Johns Hopkins University
Davidson College
In dealing with a lot of complex issues
Tufts University
Denison University
and a lot of stress, if that isn't balanced
United States Military
Duke University
by a core of meaningful beliefs, you really
will just be consumed and fail. [Waldorf]
Earlham College
taught me how to think for myself, to be
Emory University
responsible for my decisions.”
Franklin and Marshall College
Georgetown University
Gettysburg College
Grinnell College
~Kenneth Chenault~
The Waldorf School of Garden City '69
Bowdoin College-B.A., History
Harvard Law School, J.D.
President and CEO,
American Express Company
Brian DiUbaldo, College Guidance Counselor: 516.742.3434 ext. 315
Roland Rothenbucher, High School Chair: 516.742-3434 ext. 316
Smith College
Brandeis University
Colby College
225 Cambridge Avenue, Garden City, New York 11530
Tel: 516.742.3434 Fax: 516.742.3457
www.waldorfgarden.org
CEEB CODE: 332042
Academy (West Point)
University of California Berkeley
University of Chicago
University of Michigan
University of Pennsylvania
Vanderbilt University
Harvard University
Vassar College
Julliard School of Music
Wellesley College
Lehigh University
Pomona College
Wesleyan University
McGill University
Pratt Institute
Williams College
Middlebury College
Princeton University
Yale University
New York University
Reed College
COLLEGE ADMISSION PROFILE: 2012-2013
The School
Academic Program
Founded in 1947, The Waldorf School of Garden City is an
independent, coeducational, college-preparatory day school
for students age 3 through 18. Our students' academic curriculum is enlivened through practical and artistic activities;
the Waldorf School of Garden City cultivates independent
thinking and healthy social awareness that prepares students
for college and beyond. With our extension campus at the
foot of Mt. Monadnock in New Hampshire, students' learning is enriched through direct contact with the natural world.
In our high school, a demanding academic program helps
students to develop an independent and disciplined
approach to learning. In subject matter, the high school
program offers a solid and rigorous liberal arts and sciences curriculum. Many are strong and competitive athletes, engaged musicians and willing participants in dramatic and movement arts. The goal of our high school
education is to foster self-awareness, compassion, and
responsibility in every student.
History of Waldorf Education
Graduation Requirements: Our academic program
prescribes that our students take:
Waldorf education was developed in the early part of the
20th century by Rudolf Steiner, a philosopher and teacher
who sought to apply a new way of thinking to different
aspects of humanity.
The first Waldorf School opened its doors in September
1919 under the sponsorship of the Waldorf-Astoria
Company. It was revolutionary for its time - a co-educational school open to children from all social, religious,
racial, and economic backgrounds that provided a comprehensive and cultural education that would help students
become creative and balanced individuals.
The Students
Our high school enrolls students from 40 school districts in
Nassau, Suffolk, Kings and Queens counties. Students come
from diverse cultural, racial, religious and socio-economic
backgrounds. There are currently 105 students in the high
school. Class of 2013 class size: 27.
Faculty
Our teachers know our students well. A close-knit team of
dedicated professionals, the high school teachers interact with
students on a daily basis in and outside of the classroom.
.
.
.
.
.
.
36 "Main Lesson" seminars.
4 year-long courses in English, Mathematics, Foreign
Language (French, German or Spanish), Arts (woodworking,
fiber and fine arts) and Physical Education (including movement arts).
2 year-long courses in History (American and World).
Sophomores choose 1 of the following: Accelerated Chemistry,
World History, Digital Journalism.
Juniors choose 1 of the following: Accelerated Physics,
Chemistry, World History Survey, Expository Writing.
Seniors choose 1 of the following: Accelerated Physics,
Chemistry, World History Survey, Expository Writing;
Intro to Business, Finance, and Project Management.
We do not rank. GPA is based on a 100 point scale; we do
not weight any grades, though select students may take
accelerated upper level science, math and history classes.
100 is the highest-achievable average.