High School

The high school program at Red Cedar School offers a unique approach to secondary education. Embedded within a small K - 12 school, the program provides a socially nurturing and academically rich community for high school students. Everyone is known well and valued in our small and respectful community. Personal initiative and leadership are cultivated, and social responsibility is naturally developed. Students are active partners in their education. Classes are rigorous and engaging with a supportive and relaxed tone. Our mostly college bound students are academically challenged by a program that emphasizes complex thinking and communication.

School Community

Small Size

Red Cedar is small by design. Our total enrollment is around 40 students, and average class size is 8 - 12. Close, supportive relationships develop among students and between students and teachers. Classes are small and teachers work carefully with students to understand and support individual learning styles, interests, strengths, challenges and personal goals. We are able to open many opportunities to high school students that paradoxically don't always happen in a bigger school; teachers have the time to work with students to set up field projects and apprenticeships and other special programs.

In addition to small, interactive classes, many activities with the whole school foster a sense of belonging and responsibility to the community: School Meeting, older-younger mentor relationships, mid-day sports and games, mid-morning snack, workshops, all-school art studios, and sharing of work. Our school is a close-knit community that is more like a family than a school.

"I have considered Red Cedar a second home." - Student, Class of '06

 

K - 12 in One School

The wide mix of ages within the school has a strong impact on the older students. Younger students look up to high school students and highlight for them how much they know and have to give. Younger students often develop interests inspired by learning that is shared by the high school students. Teenagers become more nurturing and tuned in to the needs of others because of the presence of younger students who look up to them.

"The younger kids add a really fun dynamic to the school that allows the high school kids to hold on to a certain innocence and sense of wonder that many young adults lose when they enter high school." - Student, Class of '06

"I forgot how much delight a younger kid can bring into your life." - Student, Class of '06

 

Close Relationships with Teachers

Teachers are very involved in all aspects of the day-to-day life of the students. Before classes start, during morning snack break, between classes and at lunch, teachers spend time talking with students, giving extra help with work and listening to concerns. Faculty and students together join in pick-up games of soccer and Frisbee at mid-day free time, play games such as chess or Risk, draw or paint together. During physical fitness activities, teachers play sports and games along with students. Teachers share their perspectives on the needs of the community along with students at School Meeting. All of these interactions create an atmosphere of trust and mutual appreciation in which young people develop genuine mentor relationships with adults.

Support for Individuality

Many factors combine at Red Cedar to create a school culture in which students can be who they are without the tension of trying to be accepted, to fit within a particular group, to be someone they're not. A strong culture of respect and inclusion has a powerful affect on the development of self-confidence. There is a striking diversity of people within the school. Too small of a community for groups or cliques, all students become close, getting to know people they might not otherwise know in a bigger school. And the presence of young children who uninhibitedly and exuberantly are themselves makes it easy for older students to do likewise.

"Red Cedar is a community where every person in the school adds that much more." - Student, Class of '05

 

Leadership

The oldest students in a multi-age school have an important role as the leaders in the school. Older students are expected to model responsible behavior and to act compassionately, and they are appreciated for doing so. In such a small community, there is room for each of the oldest students to assume specific leadership roles: chair or secretary of School Meeting, chair of Judicial Committee, peer mediator, mentor to a younger students, leader of a workshop or other activity. Even students who might not ordinarily step up to a leadership role do so with the support they are given.

"Through my array of different school positions, I have learned to solve problems and conflicts as well as see points of view that others hold." - Student, Class of '04

"I chaired JC this year... I feel that I was able to lead JC in an unbiased manner. This is something I am quite proud of. It gave me a chance to see things dealt with in a just manner." - Student, Class of "03

 

Student Voice

Red Cedar is a community in which everyone has a voice. Teachers listen carefully to students' insights, feelings and ideas. Students have academic choice in many activities, and they help to develop projects and special programs. Time is given to airing and resolving social issues within the various class groups. Issues that affect the whole community are discussed at School Meeting. While the faculty make decisions about a variety of things, students are included as much as possible in decisions, to support the development of personal initiative and responsibility, and to ensure a school that truly meets the needs of the students.

"Being part of the process of hiring the new humanities teacher meant a lot to me. It really showed me how much the school cared about my opinion." - Student, Class of '06

 

"I not only received a good education at Red Cedar, but also discovered ... that my voice counts." - Student, Class of '05

 

Academic Program

The high school academic program is designed to give students all the support and opportunities they need to be become responsible citizens, and to prepare for college and satisfying employment in a changing world. To this end, our program emphasizes personal initiative, complex thinking and communication.

Personal Initiative

Students are encouraged to have questions, ideas and opinions, to pursue interests, to think, create, make choices and decisions. Student's voices are supported and nurtured. Students are also expected to act responsibly, to make and follow through on commitments, to consider the consequences of their actions, to fully engage in their learning and to do their best work in class and assignments. Teachers work closely with students to establish accountability. Follow-through is taken seriously so that students realize the importance of personal initiative and responsibility, and eventually internalize these as habits of being.

"Red Cedar has brought out my daughter's independence. At the school she went to previously, she was bored and dutiful. Now she cares about what she's doing, she works hard, on her own." - Parent of current student

 

"...although it's necessary, it can be straining and strenuous to be responsible... it's like the way a muscle stretches, the more you stretch it, and exercise it, the more flexibility and strength it gives you." - Student, Class of '05

 

Complex Thinking

Woven throughout everything we do is an emphasis on helping students develop the ability to think: to care about ideas, to ask important questions, to take the time to gather information, to analyze deliberately, to have opinions, to substantiate these opinions, to carefully consider the ideas of others, to be able to change their point of view in response to new information. Students are asked over and over: What do you think? Why? What are you basing this on? Can you respond to what he/she just said? Does this make sense? Classes emphasize 'big ideas.' Students find this emphasis exciting and genuinely interesting. Time and again students state that classes are meaningful and stimulating.

"At this school, we're encouraged to think independently, ask questions and then answer them ourselves. The teachers guide us and add their own flavor of opinion to the mix, but don't tell us what or how to think." - Student, Class of '05

 

Communication

Speaking, reading and writing are strongly emphasized. Frequent small group discussion in classes helps students refine their ability to express their ideas articulately and to listen carefully to others. Formal oral presentations help students develop poise and confidence in speaking publicly. Debate sharpens students' use of structured logical thinking and the ability to think on their feet. Informal conversation, laced throughout the day, with peers, younger and older students, and adults, develops fluency and ease in communicating.

Students of all ages do a great deal of writing at Red Cedar. Students are supported extensively as they develop the ability to write in many forms and genres. Teachers build on existing strengths, give regular input and feedback, and celebrate the accomplishments of students. Writing is done for a real purpose and an intended audience, and is always done to extend the development of ideas. Students tend to take a great deal of pride in their writing. Even students who came to Red Cedar as struggling or disinterested writers have commented on how much confidence, skill and enjoyment they developed in writing at the school.

Writing at the high school level includes many forms of writing, formal and informal, creative and expository. Formal essay writing is emphasized - students become very familiar and comfortable with this genre. Research writing is also developed. Creative writing and reflective journal writing also continues to be valued. The types and amount of writing students do prepare them for college writing.

Students also read extensively at Red Cedar. Literature, commentary and primary sources are emphasized. We integrate English, history and social studies; students read works of fiction that speak to the period or issue they are studying, as well as read related essays, articles, diaries and interviews. Struggling readers are given extra support.

Structure of High School Program

 

The high school program is structured to provide academic course work in important areas, special opportunities in the local community and natural environment, and travel in the world. All high school students participate in core classes, choose among other classes, and work with their advisor and teachers to set up experiences such as apprenticeships and independent study.

Each day begins with a morning meeting for each group. Classes are scheduled throughout the morning, with a mid-morning break for snack. The period before lunch varies daily and includes music, sports and games, and older/younger student mentor partners. The school shares a mid-day hour for lunch and free time. Classes are held after lunch, except on Wednesday afternoons which are designated for workshops in the arts and outdoor adventure, and for community apprenticeships for older high school students.

The school year is divided into semesters. Most courses extend over two semesters for one credit, while some are completed in a semester for a half credit.

Multi-Age Groupings

Classes generally have an age range of about three years. Our multi-age philosophy acknowledges that all students are a unique mix of strengths, challenges, and levels of development and maturity in various areas. Multi-age groupings allow for a richer dynamic within the group which benefits everyone: students are more accepting of their differences, everyone has a chance both to mentor and to receive inspiration, and everyone benefits from the greater diversity of ideas and insights. Rather than aiming at a one-size norm, instruction and expectations are differentiated. Groups focus on shared themes, read books together, work on related projects, but within this common ground are variations tailored to the needs of the individuals.

Expectations, Rigor and Support

We have high expectations for each of our students and they appreciate us for that: we believe in them. Students sign an enrollment contract each year that commits them to taking initiative and putting forth their best effort. Classes are fairly rigorous and students work hard. We want our students to discover and develop their talents, grow skills they will need, and experience the satisfaction of meaningful hard work. Our goal is to help students find the point of stretch where significant learning takes place. This point is different for each student and finding it depends on a trusting and supportive relationship between teacher and student.

"I asked my son what he appreciated most about the school and he said, 'My mind was stimulated.'" - Parent of a former student

 

"Red Cedar gave me very challenging assignments and I easily found inspiration." - Student, Class '05

 

Structure and Freedom

Our small size and personalized approach allow us to provide an elastic kind of structure. Some students need a great deal of scaffolding and we provide it for them (with the goal of helping them to organize and discipline themselves so that they gradually internalize this and provide it for themselves). Some students are self-motivated and directed and thrive with a fair amount of freedom. Many students are a mix of both, depending on the area and their ongoing growth. Because we are small, personal and flexible, we can provide as much structure or freedom as students needs to realize their potential.

Homework

High school students at Red Cedar are given about an hour and a half to two hours of homework a night. Homework includes reading, writing assignments, project work and other exercises and activities. Teachers give thoughtful concern to assignments to ensure that homework is meaningful and helpful.

Core Teacher / Advisor

Each multi-age group has a home base in the school. A core teacher works closely with the group and serves as an advisor to each of the students. Each group begins the day with their core teacher at a morning meeting to focus on the social community of the group, talk about social issues, deal with problems that have come up, and prepare for the day. The daily morning meeting helps lay the foundation for a climate of trust and respect among the students. The core teacher acts as an advisor to the students as well and helps students to set goals, celebrate accomplishments, find mentors for independent study, arrange apprenticeships, reflect on growth, and discuss the many decisions that get made along the way.

Extra Support

Mentoring can be set up for students who struggle extensively with organizational skills or need additional help in particular areas beyond the support given in small classes and the advisor relationship. Mentoring is designed somewhat differently for each student, depending on individual needs, but generally includes a daily check-in with the mentor, required use of a day planner, a daily reporting of all the student's teachers to the mentor of how engaged the student was in class and the timeliness and quality of work done, and a guided study time with the mentor. Tutorials in specific areas are sometimes included. The mentor is a teacher on staff who spends part of the day involved in mentoring. An additional fee above the regular tuition is charged for mentoring. The school sometimes makes mentoring a condition of enrollment if it seems a critical piece in a student's success.

Evaluation

Informal feedback is given often to students. We talk frequently with them about how they are doing, and individual conferences about writing and other work are a regular part of classes. Students are frequently asked to reflect on their growth and learning, and to set goals for themselves. Students create portfolios of their best work. Both teachers and students prepare formal evaluations at the end of each quarter. Brief progress reports are sent to parents at the middle of each quarter. Students are not given grades, nor are they ranked.

"Being at Red Cedar makes me care about how I learn and what I learn." - Student, Class '06

 

College Preparation and Admission

Red Cedar's emphasis on personal initiative and responsibility, complex thinking, writing and other language skills, along with our emphasis on academic rigor, prepares students well for college. Students are given strong support and guidance in the college search and application process.

Most of our students go on to college. Students have been accepted at colleges including Antioch, Clark University, Evergreen, Hampshire, Hartwick, Ithaca, Lewis and Clark, Marlboro, St. Andrews University (Scotland), St. Lawrence University, Skidmore, Southern Vermont College, Sterling, University of Utah, University of Vermont and Wheaton.

Graduation Requirements

 

High school students are required to earn a minimum of 24 credits, with the following distribution requirements.

Humanities	8	Apprenticeship	2
Science	3	Arts	2
Mathematics	3	Physical Fitness	2
Spanish	3	Wellness	.5
Independent Study	.5	Senior Project and Thesis	1

 

Students are required to demonstrate their proficiency in the core areas of personal initiative, communication, critical thinking, creative expression and social responsibility through a senior project, and to write and orally defend a senior thesis.

Classes

 

Humanities

This class explores essential questions and issues in the humanities through the study of literature, art, news sources, commentary, primary historical documents, film, guest speakers, projects and field studies. Classes focus on local, national and global studies. An examination of the development of personal beliefs and ethics, and an exploration of responsible citizenship are interwoven throughout the humanities classes.

Students develop ideas and points of view, and substantiate these through careful examination of issues and information. Students are expected to communicate their reflections and thinking regularly through class discussion, writing, projects, oral presentations, debate and the arts. Students are also given support for undertaking projects of their own choice and design.

Students participate in a Writer's Workshop that meets most days. The workshop focuses on a variety of genres over the course of the year (e.g. personal narrative, short fiction, essays, research paper, poetry, etc.). During each genre study, students work daily on a piece of writing of their choice. The teacher meets and conferences with individual students during the workshop to provide support and feedback. Workshop sessions begin with a brief lesson on the craft of writing or an examination of a model of great writing. Students work at multiple drafts before a chosen piece is completed. Student work is published within the school community.

Language skills such as grammar, punctuation, spelling, and sentence and paragraph structure are focused on in specific lessons in the humanities class as well as within the writer's workshop.

Reading is an integral part of the humanities class. Literature is chosen which illuminates the theme or historic period under study. Students also choose books to read and are expected to regularly have a book underway. A reading response journal and discussion groups provide opportunities for input from the teacher and interaction with other students, and also provide accountability for keeping up with the reading.

Science

Classes in earth science, biology, chemistry, physics and environmental studies are offered. Classes are active in nature and involve students in hands-on lab and fieldwork, content reading, critical examination of controversial issues, writing that develops analytical thinking, participation in scientific research, lab reports, oral presentations of learning and service learning projects.

Mathematics

Math is offered through the level of calculus. Math classes at the high school level are tutorial in nature, with one to three students per group.

Spanish

Spanish is offered through the advanced level. Spanish classes involve extensive small group conversation, study of grammar and vocabulary, reading, writing, exploration of the cultures, arts and current issues of Spanish speaking countries, and projects which integrate the various strands of the class.

Field Study

The high school undertakes a number of field trips through the year. Learning in the field and in the community is integrated into the focus of classes. The high school goes on an extended trip out of the area each year as well.

The Arts

Students engage in a variety of art explorations as an integrated part of their classes and through specific art classes and workshops. Drawing, painting, screen printing, videography, photography (darkroom and digital), pottery, sculpting, animation, mixed media, cartooning, African drumming, instrumental music and theater are all offered.

Physical Fitness

Life at Red Cedar is active. Students engage in organized sports and games, or walking and snowshoeing, during fitness classes. The entire school participates in a ski program every Wednesday afternoon in the winter, with students choosing between downhill skiing, snowboarding or cross-country skiing at Sugarbush, Snowbowl or Reikart Ski Touring Center. Outdoor adventure activities including mountain biking, rock climbing, and hiking are offered through the Wednesday Workshop program.

Wellness

The focus of this class includes personal identity, relationships, sexuality, mental health and illness, drugs and alcohol, lifestyle choices and other topics of importance to high school students. The format of the class includes discussion, film, guest presentations and student projects.

Wednesday Workshops

Each Wednesday afternoon, workshops are offered in the arts, outdoor adventure, and various hands-on activities. Students help to generate ideas for the workshops and choose which ones they will do. Each workshop runs for a period of 3 - 6 weeks. Some examples of workshops include: theater, screen printing, letter-boxing, birding, glass blowing, mountain biking, woodworking, jazz band, computer animation, video making, school yearbook, tracking and wilderness survival skills, junk sculpture and pottery.

Independent Study

Extensive support is offered to students to pursue interests through independent study. All kinds of projects and studies are encouraged as long as they are realistic. Students design their study or project and check in regularly with a chosen mentor. Students are expected to demonstrate and share their learning with the school community. All students are required to successfully complete at least one independent study in order to graduate. In the past, independent studies have been undertaken in photography, drawing, painting, soapstone carving, botany, comparative government, poetry, fiction writing, literature studies, guitar, production of a music album (CD) and song writing.

Apprenticeships

All juniors and seniors undertake weekly half-day apprenticeships in the community. Apprenticeships provide an opportunity for students to gain first-hand experience in areas of interests, to work closely with members of the community who have skills they would like to develop, and to acquire confidence in settings beyond the school. Apprenticeships over the years have included: Echo Science Museum, Green Mountain Audubon Center, Addison Independent Newspaper, Five Town News, Autumn Harp / computer technology, Church and Maple Glass Blowing Studio, Northeast Addison Television Station, writing mentorship with Bill McKibben, photography mentorship with Trent Campbell and with Tayo Gabler, field observations at The Watershed with Jennifer Turner, water color painting with Collette Paul, owl banding with Rodney Olson, The Comic News, Vermont Dog Sledding, New Leaf Organic Farm, Golden Russet Farm, Porter Hospital and The Fleming Museum.

Senior Thesis

As part of the requirements to graduate, students are required to write a thesis that demonstrates that they have taken responsibility to prepare themselves to be an effective adult. They are then required to read and "defend" this thesis before the school community. The process is a right of passage for students as they enter young adulthood.

"Red Cedar has awakened the responsible adult in me and given me the tools I will need to succeed in the future." - Student, Class of '05

 

"I learned from Red Cedar that my education is my own. Red Cedar gave me the power to take initiative in my life. Knowledge is not a hand out, it is something I have to want, and I have to create." - Student, Class of '03

 

"This is what Red Cedar helped me with, this is what it did for me. It assisted me with shaping my life, laying down the first few bricks, my foundation. What can I say? What can I end these years with? My leadership. My strength. My wisdom. These things I hold dear to my education, for these things I am grateful for Red Cedar." - Student, Class of '02

 

"Red Cedar is a magical place." - Student, Class of '06

 

"Thank you for creating a place that I have come to regard as my salvation. Red Cedar has taught me so much about myself that I cannot imagine what I would have been without it. It would be impossible for me to describe how painful it was to witness myself outgrowing such a safe place, but at the same time I am excited about taking my experience at Red Cedar to new places. Thank you for helping me to see who I am." - Student, Class of '04