The Chartwell Way

The Chartwell Way is a teaching approach grounded in research and based on diagnostic prescriptive methodology. Our teaching is informed by student learning. We aim to reach every learner and adapt our teaching methods so that each student, at every age, learns and grows. 

The Chartwell Way is an instructional approach to teaching that is grounded in research-based methodology and best practices to support all learners, especially those with neurodiverse minds. 

Universal Design for Learning (UDL) is a key component to the practice of The Chartwell Way. Chartwell teachers across each division utilize UDL, an educational framework that prioritizes inclusive and accessible learning environments by providing multiple and varied ways to engage, take action, and receive information. UDL is key to The Chartwell Way because it prioritizes differentiated classroom instruction, ensuring equitable access to learning by presenting information in multiple ways that align with diverse student learning profiles.

All students are assessed upon entry and placed into homeroom or advisory groupings of no more than ten students with similar learning profiles within their age range. 

Students in the lower school attend classes with their homeroom grouping for five of the seven periods, including Language Arts, Humanities, MATS (Music, Art, Tech Science), Fitness and Wellness, and FLEX (a flexible period in the day where homeroom teachers can use time for community meetings, social-emotional academic development (SEAD) lessons, or executive functioning support, for example). Reading, writing, and the content subjects are taught with a strong emphasis on language competence, skill development, and cognitive strategy. MATS and Humanities are taught through a project-based learning lens with an emphasis on problem-solving, creativity, and celebrating strengths. Students are placed into smaller homogenous classes for structured literacy and math. In these skill-based classes, there is an emphasis on direct and explicit multisensory teaching and learning. 

Students in the middle school have an advisory grouping of no more than ten students. They attend their language arts and humanities classes with this group. Students have Fitness and Wellness three days a week and an elective twice a week. In addition, students are placed in smaller homogeneous classes for structured literacy and math. As in the lower school, these classes are skill-based with an emphasis on direct and explicit multisensory teaching and learning.  

Students in the high school each have a customized schedule based on course requirements, their interests, learning profiles, and their path to graduation and college acceptance. They are placed in an advisory group based on their learning profile and work with their advisor to develop and achieve individual goals. High school students take six classes plus an advisory class each year. While some students work to remediate their reading in Orton-Gillingham style literature classes, most students at the high school level are focused on learning how to self-advocate and use the accommodations and assistive technology that will allow them to learn and thrive in school and beyond. 

At all grade levels, students progress at different rates. Thus, progress is monitored continuously with internal assessments and teacher observations; academic groups and classes are flexible in that students may move groups as their skills develop.