Schools,
Programs, & Visit Reports - Feb, 1991 Issue
|
Mount Bachelor Academy
(800) 462-3404
Bend, Oregon
Director: Linda Houghton
Admissions: Jane Stewart/Jeff Johnson
Lon Woodbury's Visit: January 28, 1991
Mount Bachelor Academy has
been in existence for two and one-half years. In that time, it has grown
to 57 students and has established a reputation of being one of the
leading quality Special Purpose schools in the country. Although a daily
routine has been well established, there is still some sense of the
excitement of carving a new school out of the wilderness.
The emotional growth part
of the curriculum shows the strong influence the school received from
CEDU Schools. But, the similarity is more form than content. The natural
evolution of the school has developed its own unique philosophy. In
the nine Lifesteps, the child is taken through the stages of child growth
and development as theorized by Eric Ericksen. The Lifesteps especially,
are a conscious effort by Director Linda Houghton to implement in practice
Ericksen's theories.
A student's first year is
structured toward getting a handle on the importance of truth, honesty,
and other important success values. It is designed to break down those
internal obstacles the student has which prevents him or her from realizing
who they are and who they can be. The second year focuses on how to
take those learned lessons back into society. In the first year the
structure is set for the child. In the second year the student progresses
to experiences where he or she sets his or her own rules, under the
supervision of the school of course. Groups meet three times a week
for three or more hours at a time, but tend to be more pointed than
confrontation.
Another tool for helping the
student become ready to leave the school is the active use of student
and staff internships. Each student is encouraged to aspire toward these
leadership responsibilities. The faculty/student ratio is about one
to five.
The academic side also focuses
on meeting the needs of each student as an individual. Many students
come with a variety of learning disabilities, so each student goes through
a Learning Styles testing process. This takes about a month and is heavy
on observation with some formal testing.
Each academic class runs for
a semester and is broken into three sections, with each section emphasizing
a different learning style. The first section might emphasize approaching
the subject from a drama and arts perspective. This might include writing
and acting out a play to state some idea or event, or building a physical
model to demonstrate a concept. The second section might approach the
subject from a wilderness/experiential perspective where the child learns
by doing, usually in the outdoors. The third section would approach
the subject from a more traditional perspective with the standard reading
assignments, lectures, etc. This way each student will have practice
in learning through several learning styles, and will have advance notice
when a particular section can be expected to be especially hard. The
student can then plan to spend extra effort on sections that he or she
knows will be hard for him or her and will not be so easily discouraged
when other students in the class seem to have an easier time.
Semesters are six months long
and each section is eight weeks. The purpose is to ensure there are
more than enough class-time hours to learn the material and satisfy
accreditation class-time requirements despite the student being called
out from class for occasional trips and other activities.
Some students are currently
staying at the school after completing the emotional growth curriculum
to work solely on their academics. One idea the school is looking at
is to expand this so students not needing the intensive emotional growth
could come there for only the academic curriculum without going through
the emotional growth program. That way students who do not need intensive
emotional growth could still benefit from being in a drug free and safe
environment while pursuing academics. The tuition would be adjusted
accordingly.
Another topic being discussed
is opening another similar school someplace else in the country. If
this happens, the idea I heard is the second school would emphasize
the performance and visual arts, while the central Oregon campus would
emphasize science and math.
Copyright
© 1991, Woodbury Reports, Inc. (This article may be reproduced without
prior approval if the copyright notice and proper publication and author
attribution accompanies the copy.) |