Stanbridge Academics
Stanbridge Academy holds the fundamental belief that all students are capable of learning. Teachers at Stanbridge understand that students learn at their own pace, in their own style. Our students often learn best when given multi-modal learning opportunities, and teachers incorporate visuals, use auditory stimuli, and provide opportunities for kinesthetic learning as applicable. Our teachers work to understand students’ academic baselines, then incorporate the i+1 and the Zones of Proximal Development models to provide appropriate accommodations, modifications, and scaffolding to support student learning.
Stanbridge Academy maintains small class sizes (generally keeping classes at or below a 8:1 student-to-teacher ratio), and teachers are able to learn about students’ interests and incorporate those interests into their lessons, as applicable. Teachers understand that their role as educators requires the ability to be flexible to students’ ever-changing needs. Lessons are created using the principles of universal design and differentiation, but further individualization can take place as needed. This means that teachers often have big-picture lessons, but the details of those lessons can—and often do—change daily. Teachers at Stanbridge Academy also understand that teaching to the majority of students in the class is not effective for our student population. Often teachers spend significant time and consult to identify strategies to reach students who need additional support. Our faculty works in collaboration with our Learning Specialist to create an individualized learning profile for each student, to define individual learning goals and appropriate accommodations. Technology is integrated in the classroom throughout all grade levels to engage students and enhance their learning experience, while assistive technology is accessible to all teachers and students to ensure effective learning.
Click below to read more about each grade division's academic program
Elementary (Grades K–6)
Junior High (Grades 7–8)
High School (Grades 9–12)
Transitions Program (College Prep and Postsecondary Counseling)
Our academic program is just one part of teaching to the whole child
At Stanbridge, teachers understand that their job is not only to teach academics, but to be cognizant of the social and emotional needs of students. Teachers, with the support of the counseling staff and the speech and language pathologist, use a positive, schoolwide behavior support system. Language from The Zones of Regulation and language inspired by Michelle Garcia-Winner's Social Thinking help students self-monitor their emotions and behavior. Teachers help students individualize their personal goals and provide positive reinforcements (points, tangible rewards) for expected behaviors. Teachers recognize when students are not ready to learn and encourage them to seek emotional support. This often includes encouraging students to meet with a counselor, logging perceived emotional states on Emote (an online schoolwide system), and scheduling meetings or creating individualized support plans as needed.
For more information on the use of technology at Stanbridge, our Speech & Language services, Counseling Department, and other programs we provide, visit the Programs section of our website.
Stanbridge Academy maintains small class sizes (generally keeping classes at or below a 8:1 student-to-teacher ratio), and teachers are able to learn about students’ interests and incorporate those interests into their lessons, as applicable. Teachers understand that their role as educators requires the ability to be flexible to students’ ever-changing needs. Lessons are created using the principles of universal design and differentiation, but further individualization can take place as needed. This means that teachers often have big-picture lessons, but the details of those lessons can—and often do—change daily. Teachers at Stanbridge Academy also understand that teaching to the majority of students in the class is not effective for our student population. Often teachers spend significant time and consult to identify strategies to reach students who need additional support. Our faculty works in collaboration with our Learning Specialist to create an individualized learning profile for each student, to define individual learning goals and appropriate accommodations. Technology is integrated in the classroom throughout all grade levels to engage students and enhance their learning experience, while assistive technology is accessible to all teachers and students to ensure effective learning.
Click below to read more about each grade division's academic program
Elementary (Grades K–6)
Junior High (Grades 7–8)
High School (Grades 9–12)
Transitions Program (College Prep and Postsecondary Counseling)
Our academic program is just one part of teaching to the whole child
At Stanbridge, teachers understand that their job is not only to teach academics, but to be cognizant of the social and emotional needs of students. Teachers, with the support of the counseling staff and the speech and language pathologist, use a positive, schoolwide behavior support system. Language from The Zones of Regulation and language inspired by Michelle Garcia-Winner's Social Thinking help students self-monitor their emotions and behavior. Teachers help students individualize their personal goals and provide positive reinforcements (points, tangible rewards) for expected behaviors. Teachers recognize when students are not ready to learn and encourage them to seek emotional support. This often includes encouraging students to meet with a counselor, logging perceived emotional states on Emote (an online schoolwide system), and scheduling meetings or creating individualized support plans as needed.
For more information on the use of technology at Stanbridge, our Speech & Language services, Counseling Department, and other programs we provide, visit the Programs section of our website.