Academics

At the core of Hunter's educational philosophy is the work of our founder, Thom Hartmann.  Our academic program is built on our belief that ADD, ADHD and Asperger's Syndrome should not be negatively characterized, but instead should be considered a constellation of characteristics that lead to unique, and often useful ways of perceiving the world.

Hunter students learn to modify their behavior and self-manage the learning process.  Through daily lessons, integrated with behavioral modification techniques, children at Hunter develop the ability to articulate what they need from an academic environment and advocate for themselves.  

Imagine how powerful and wonderful it is for a child when he or she takes an academic assignment that was once overwhelming and transforms the work into a set of manageable tasks that aligns with his or her unique learning style.  As this skill is practiced over and over again, the Hunter student grows more confident in his or her personal mastery and the momentum for academic success builds.  It's an amazing transformation that we never tire of witnessing at Hunter.

Our blended classrooms are designed to bring together children of different ages and genders, fostering essential social and group-dynamics skills.  An individualized learning program is developed for every child.  Students participate in group learning experiences and also work one-on-one with teachers, depending on their needs in a specific area of study.

Hunter follows the New Hampshire Curriculum Framework, ensuring that our academic content is benchmarked against state and national grade-level standards.  Student’s academically progress at their own pace.  The curriculum is modified to meet their individual needs and styles.

Progress Reports

Students and their parents receive regular feedback about a child's progress.  In addition to the immediate feedback provided on an ongoing basis through dialogue, progress reports summarize individualized goals and the student's progress in relation to these goals.

  

Because our progress reports measure a child's performance against comprehensive academic and behavioral benchmarks a complete picture of each child's achievements and future growth can be made.  This is clearly communicated to everyone who cares for and supports the student.

Parental Participation

Hunter ensures that parents remain fully integrated in their child's life by:

• Conducting weekly (and if requested, daily) phone conferences between with parents and teachers, and in the case of residential students, with house parents as well 
• Welcoming parents on campus for visits or overnight stays as frequently as the parent requests
• Maintaining an 'open classroom' policy that encourages parents to visit the classroom and the school at any time

Parental involvement helps to maintain a sense of security for a child, especially for a child who is making the transition to a residential school, and so it is strongly fostered at Hunter.   We strive to create an educational community that embraces the entire family through family participation in school activities and special events.

Transitions Management

Daily, our behavioral assessment program transfers a child’s progress throughout his or her day. Each student's progress and needs are monitored at all times, providing essential consistency and continuity from teacher, to house parent, and back to teacher.