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Name: Chartwell School |
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Chartwell School uses diagnostic teaching methods to deliver a full academic program in a highly structured learning environment. Chartwell is accredited by the Western Association of Schools and Colleges (WASC) to provide courses of study in grades K - 8 that include all areas of language instruction, mathematics, social studies, science, fine arts, physical education, and an array of enrichment activities including music, drama, cooking, gardening and technology. The Chartwell program is as comprehensive as it is student-centered. The school-wide 1:6 student-teacher ratio and average class size of eight students allows us to focus our instruction on the assessed needs of each student, and to provide instruction within a small class grouped for similar skill levels and learning styles. Curriculum design emphasizes skill development while it also prepares students for the content mastery they will be expected to demonstrate upon transition to another educational placement anytime along the K–8 timeframe. |
Chartwell has adopted a dress code that reflects the seriousness of purpose about the occupation of student. Personal expression in clothing and/or accessories is purposefully minimized and not appropriate in the school setting. For girls and boys, the following uniform applies: White, navy blue or forest green polo shirts Solid color khaki or navy blue twill pants or shorts. Chartwell sweatshirt in navy blue, or plain navy blue or forest green fleece vest/jacket for outerwear. Girls only: Plaid skirt or jumper (designated Dennis Uniform pattern) Solid color khaki or navy blue skirt/skort.
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Consideration for admission to Chartwell School is based on a formal diagnosis of a specific learning disability such as dyslexia, the student's ability to benefit from the school's program, and the availability of appropriate class groupings. Incoming students are evaluated through analysis of psycho-educational evaluations, previous school records, parent questionnaire, student and parent interviews, and informal testing/observation. The school has three established criteria for admissions acceptance: 1. Formal diagnosis of a specific learning disability, 2. Emotional availability for learning, and 3. Evidence of average (or higher) cognitive ability. An admissions committee is comprised of the Executive Director, Head of School, Academic Director, and Dean of Students. Final acceptance is based on the student's records, testing, visitation and interview. Students are required to attend a mandatory 20-day summer program to be considered for fall enrollment. Chartwell is non-discriminatory with regard to race, creed, sex, color, national origin, sexual orientation or physical disability.
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We educate each child as a unique and valuable individual. At Chartwell, we believe that our students are capable of levels of achievement they previously have not been able to demonstrate, so we have set out to provide a special type of education based on the needs of the individual. Our immediate goal is to guide children toward becoming healthy, curious, confident and appreciated learners again. We believe that all of our students are capable learners who can discover new pathways to learn skills, apply knowledge, relate well to others, and develop their gifts and talents. Chartwell School educates children with a wide range of learning challenges in a way that provides them with the academic skills, confidence and creativity necessary to return successfully to mainstream education and appreciate lifelong learning. Through diagnostic teaching, we identify and develop areas of aptitude and strength as we address learning challenges, with the emphasis on each student rediscovering a sense of self-worth. We present project-based content and intellectually stimulating learning opportunities while giving equal attention to learning skills, content mastery, social skills, and character development. Chartwell also helps individuals with specific learning variation access their fuller potential by developing new curricula and best practices based on peer-reviewed research finding on language, learning and literacy. Chartwell's outreach programs help increase the understanding of learning variations among other families, educators, professionals, schools, and community organizations so that they can better serve individuals with specific learning challenges We do not impose any particular philosophy or approach, other than the strong believe that every person deserves a change to learn successfully. Our goal is to help other organizations better achieve their own missions, so that individuals with academic challenges can access their full potential through lifelong learning. |
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Founded in 1983, Chartwell School is a coed, non-residential school located in Seaside, California, near Monterey. The school's mission is to educate children with language-related visual and auditory learning challenges such as dyslexia in a way that provides them with the learning skills and confidence to return successfully to mainstream education. Approximately 125 students in grades 2nd through 8th study language instruction, mathematics, social studies, physical education, and an array of enrichment activities supervised by professional staff. Chartwell is accredited by the Western Association of Schools and Colleges.In September 2006, Chartwell School moved to a beautiful, new 29-acre site at the former Fort Ord military base. In December 2007, the U.S. Green Building Council certified the new campus as LEED Platinum, making it “the greenest school campus in America.” |
Forty percent of all children will find learning to read the hardest academic task during their school experience. Half of these challenged readers have an innate learning difference that cuts across gender lines and often runs in families. There are ways to overcome the effects of such challenges as dyslexia. This is crucial since educational success or failure often determines the outcome of the rest of a child's life. Since 1983, Chartwell School has been dedicated to reversing patterns of failure by providing children through grade eight with the independent learning skills and confidence necessary to succeed and return to mainstream education, while appreciating life-long learning as productive, engaged citizens. |
