Program
Design

• Entrance exams are required for students.
• Grade skipping is seldom allowed.
• Continuous progress in basic skills is ongoing.
• Library skills are encouraged.
• Extracurricular activities are available to expand student interests.
• Advanced coursework is available as needed.

Teachers

• Teachers are experienced with gifted students and come with high recommendations.
• Teachers have expertise in their content areas.
• Teachers modify instructions to accommodate diverse learning styles.
• Teachers have knowledge of child development and special needs groups.
• Teachers incorporate non-competitive evaluation techniques.
• Teachers exhibit flexibility, creativity, intelligence, organization, enthusiasm, humor, and confidence.
• Teachers are neither competitive with students nor threatened by them.

Instructional Methods

• A variety of presentation modes accommodate various learning styles.
• Information is presented orally, visually, and experientially.
• Both sequential and spatial skills are developed.
• Grouping is varied to include a mixture of individualized, small, and whole group activities.
• Emphasis is on concept formulation rather than drill and rote memorization.
• Students are encouraged to understand reasons for learning.
• There is a minimum amount of review and repetition.
• There is a creative approach to basic skills; skills are reinforced through
  application and experimental learning.
• There are frequent uses of open-ended or divergent questions.
• Guidance is provided to help students develop organization skills.
• Intuition, creativity, feelings, and imagination are valued as highly as logic, facts, and accuracy.
• Varied projects serve a wide range of interests and capabilities.
• Creative exploration, independence, and risk-taking are encouraged.
• The school develops interpersonal skills and self-confidence.
• The school has many carefully designed field trips.

Curriculum

• The school is responsive to individual and group interests.
• The children’s lessons are accelerated to maintain interest and challenge.
• The faculty stresses creativity.
• Students are involved in critical thinking, high-level analysis, and synthesis.
• The scope and sequence of learning is apparent.
• Emphasis is placed on problem-finding and pattern-finding.
• Students are provided with historical context.
• Classes deal with philosophical issues, existential questions, and learning philosophy.
• There is incorporation of emotional and social development.