Crefeld believes that all students can learn
and that all people learn differently; therefore, all students must work to
discover their own learning styles, build on their strengths, develop
compensation strategies for their weaknesses, and become advocates for
themselves as learners.
Our program is designed to create a supportive, nurturing environment where students develop the skills of individual students. Teachers work to incorporate a variety of instructional approaches, assessments and support strategies to accommodate different learning styles and challenges. Courses generally demand a greater volume of work and independence as students move into the higher grades, but the system of advisories, learning
support, and emotional support serve throughout to help students
manage the academic, personal, and social demands of the program. As a culminating experience, students
complete fourteen exhibitions in their senior year, which are
requirements for graduation. Through this process they develop a variety of
skills, both traditionally academic, such as research and persuasive writing,
and also more broadly applicable skills such as self-advocacy, time management
and long term planning.
Core courses are grouped by
grade-level team and by theme, and team faculty meet frequently to discuss
curriculum. Themes generally reflect and support the larger philosophical
mission of critical inquiry and global awareness. Math and Spanish
courses are grouped by ability, and the math program has recently returned to a
more traditional sequence of courses after deciding this served student needs
better, particularly for placing new students into appropriate courses. Some
curricular coordination between disciplines is achieved more on an ad hoc basis
due to schedule conflicts or difficulties aligning grade-level groupings with
ability-level groupings of students. Supplementary activities, such as grade
specific X-Block classes or spring mini-courses, are designed to
enhance and amplify the core goals of the program.
The content of the program is
geared toward creating a “critically engaged citizenry.” Course content, community service,
supplementary activities and interpersonal relationships are all intended to
encourage an awareness of and respect for other cultures, points of view,
beliefs and ideas. Students engage in weekly community serviceprojects,
which help them gain an understanding of and appreciation for their place in
the larger community. The emphasis on trust, respect and appreciation of
diversity results in both students and faculty who feel appreciated, known,
supported and safe. This environment is further enhanced by the high level of
collaboration among faculty, staff and administration.