The academic program is divided into two (2) divisions: middle school (grades 4-8) and upper school (grades 9-12 and post graduate studies). The middle school curriculum is designed specifically for the academic and personal needs of younger students. Middle School students who need one-to-one instruction may be enrolled in tutorial classes at an additional cost.
The upper school curriculum is college preparatory in nature with allowances for students who are at a variety of skill levels via one-to-one or small group classes. Graduation requirements are based on the state as well as generally understood requirements for college entrance. Brandon Hall, however, reserves the right to determine specific graduation requirements for each student, based on the student’s abilities and needs and college plans.
Academic Projections for the Individual
When a student enrolls, the office of admissions and the academic office review the information submitted and prescribe an individual academic program which can assist the student in learning necessary skills, making up or earning essential academic credits, or taking accelerated work. Each year, thereafter, the academic office meets with the parents and reviews the plan to establish new course projections. Given the needs of each student, the school reserves the right to prescribe individual graduation requirements to receive a Brandon Hall diploma.
Brandon Hall determines the course of study and graduation requirements for each student. The following requirements, therefore, are the standard requirements that can be adjusted on an individual basis as deemed appropriate by the administration for the student’s needs.
Click here for Graduation Requirements>
Click here for a Typical Schedule & Elective Offerings>
In order to help students who have not been living up to their potential or those students who need to accelerate their studies via one-to-one classes, the school has devised an academic program with several areas of emphasis. These areas emphasize three types of instructional classes, applied study skills, organization, structure, accountability, the ordering of priorities, and multi-sensory/differentiated instruction. Parents should always keep in mind that education is not an exact science and that there are numerous variables that can affect a student’s learning and progress. The, school, therefore, can make no guarantees. The program’s emphasis, however, should be beneficial to those students who utilize the program to the fullest and whose parents help instill in their children the habits and performance desired.
Class Sizes That Focus on the Individual's Needs
A One-to-One class allows for total individualization and modification (below grade level, extremely weak in subject area and study skills, lack of confidence, or special attention needed due to learning style). A one-to-one class also allows certain capable students to take an accelerated program to earn two (2) years of credit in one (1) year or one (1) unit in one (1) semester. When a student enrolls after school has begun and has poor grades and weak skills, entry into a one-to-one class is essential for optimum success. At the end of formal grading periods, the student is evaluated and, if s/he is at skill and placement level, may be placed in a group class that is closest to the student's ability level.When a student moves to a group class, tuition charges and accounts are adjusted as appropriate. A student, therefore, may be in all Tutorial classes or a combination of tutorial and group classes.
Group Classes: Students are by ability in group classes. For example, one group type usually consists of students who may be deficient in certain subject skills, lack sufficient study and compensatory skills, move at a slower pace but can progress in small group classes. On the other hand, another group class consists of students who have grade-level and above average aptitude and competence in verbal/math skills, has a demonstrated record of strong study and compensatory skills, and can handle a vigorously paced curriculum. Honors and Advanced Placement credit are also offered to qualified students in certain subjects.
To emphasize organizational skills, the academic program establishes consistent expectations in regard to a student’s having notebooks and materials organized for each subject, having homework done a certain way and on time, organizing and maintaining textbooks and materials so that they are accessible, and in keeping a daily assignment notebook in which to record and refer to assignments. For some students, the lack of organization has been a determining factor in their underachievement.
Students are required to use assignment notebooks and are taught applied study skills relevant to each course taken. Teachers evaluate the students in their use of the applied study skills.
Each student is issued an assignment notebook in which s/he records homework, short term, and long-term projects in addition to grades received. Parents are encouraged to review the assignment notebook to make certain the students are using them effectively. Teachers also evaluate and often grade the student on her/his ability to maintain and keep the notebooks current.
The academic program also emphasizes teaching students how to use effectively their textbooks and other educational resources. Students purchase their books so that they can highlight, underline, and take notes in them. Encouraged also is the building of a personal library that has textbooks, novels, and other resources for use in college.
To provide students with a consistent structure that usually proves effective in helping students focus on their work, the school has designed, in essence, a twelve period day. In actuality, there are six periods of 50-minute instruction with each of the six periods followed by a 15-minute period of supervised study in which students begin their homework with the teacher supervising or assisting as needed. Except for physical education, fine arts courses, and science lab courses, teachers may not "teach through" the study period. Boarding students also have supervised study periods in the dormitory either in the study hall room or in their rooms.
In schools where there is a large student population or in which classes are large, it is often difficult to hold a student accountable for the required expectations and work. The small classes at Brandon Hall allow teachers to know students and to hold them accountable for their work. When students do not do their homework or have partial homework, students are assigned to Friday afternoon (middle school) or Saturday morning extra study halls in which the work must be made up or an additional assignment is given to reinforce skills. While the extra study halls may appear to be an inconvenience to parents, they are essential in helping the students be accountable for their work. Daily quizzes, pop tests, homework and assignment notebook evaluations also help teachers monitor a student’s work and establish consequences when work is not acceptable or up to par.
As appropriate to the respective subject matter and grade level, teachers use a variety of multi-sensory teaching techniques to help students in the learning process. The academic administration reviews the educational profiles of those students who have minor learning disabilities and makes recommendations to teachers as to those teaching techniques most appropriate for the student. When appropriate and a part of a psychological/educational evaluation recommendation, students may have additional time on tests. Note: Unlike some schools, Brandon Hall does not subscribe to any one type of teaching technique. The school’s goal is to use those techniques that are most appropriate to a student’s needs as determined by the school. Brandon Hall is not an appropriate setting for students with severe learning disabilities.
As a college preparatory school, Brandon Hall emphasizes preparation for college via course requirements as well as standardized test preparation. Realizing that some students may not always do well on standardized testing, the school tries to relieve test anxiety as well as to teach test taking skills via special SAT courses during the junior and senior years. Other standardized testing each year also helps students become acclimated to test taking techniques. Parents and students are reminded that some students, as a result of their learning disabilities or for other reasons, do not do well on standardized tests. In such cases, it is essential that the students do their best in their academic subjects so that they may have as high a grade point average as possible. Assistance is also provided for those students taking the ACT examination for college entrance.
For students who do not have English as their primary language, Brandon Hall offers an ESL program. Students who are participating in the English as a Second Language (ESL) program are usually placed in small group or one-to-one classes when they first begin at Brandon Hall. Individualized instruction allows a student to progress at his/her own rate. As both written and verbal English skills develop and mature, ESL students are gradually moved into larger group classes in mathematics, English, science and social studies. International boarding students are encouraged to speak English only and to share various aspects of their culture and traditions with their peers. Brandon Hall School is certified by the U.S. Immigration Service to issue I-20 forms to qualifying international students.
The school year is divided into semesters. Nine-week grade reports are issued which contain grades along with the attendance and conduct records. At the semester, grade reports are issued which contain the same information. The semester grades are the only grades that "count," meaning that they are placed on transcripts to reflect credit earned. The school uses letter grades as explained on the report cards (see evaluation and grading scales below). Students enrolled in honors or advanced placement courses earn additional credit in their courses.
Click
here for Evaluation and grading scales>
Credits are earned per semester in grades 9-12. It is the parents’ and student’s responsibility to meet periodically with the academic administration to review credits earned and credits needed. In addition, students applying to certain colleges have the responsibility of knowing what credits the colleges desire for admission. The academic office and the college advisement office will be glad to meet with parents and students to review records and credits.
The school administers standardized tests annually to assess a student’s knowledge and skills and to prepare students for future testing. The PSAT is administered to juniors, and both juniors and seniors take the SAT. The ACT is also made available for students applying to those colleges which require the test. The school cautions parents to understand that standardized testing is only one of several means of evaluating a student’s knowledge and progress. In some cases, there are those students, who for a variety or reasons such as learning disabilities, etc., do not do well on standardized tests. The school emphasizes to those students the necessity of doing their best in their course work.
Each student has an academic advisor assigned by the academic office. In most cases, the advisor is a member of the academic administration. The advisor is available to meet with students and parents to review academic progress, to discuss concerns or problems, to do a credit analysis for graduation, or to review standardized testing results. The resident life staff also assigns an advisor to each boarding student.
Summer school is normally offered for those students at Brandon Hall or other schools who need to make up work or earn additional academic credits. Unless otherwise approved, currently enrolled students must take their summer school academic work at Brandon Hall to ensure that the curriculum standards are met. Students admitted during the middle of the school year may find that their enrollment contract or letter of invitation indicates required attendance at Brandon Hall’s summer program to complete work. Questions regarding summer school should be directed to the academic office. All school policies and rules are in effect during the summer program.
The school perceives technology as a "means to an end" in the instructional process. Students learn in both formal and informal instruction to use computers to help them to compensate for areas in which there may be weaknesses and to assist them in their research and quest for knowledge and understanding. Boarding students are encouraged to bring their own computers. Students may also use computers in the classroom where deemed appropriate. Also used are other forms of technology to assist teachers and students in the teaching and learning process.
|
