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Aventuras will depart at the end February, and students and staff are getting ready mentally and physically for experiential learning which become highlights of students’ careers at NSA.
New Summit Academy takes an integrated approach to our program, and Aventura preparation is no different! Our experiential education staff have designed Physical Education classes and activities to develop strength and flexibility for kayaking, hiking, and community service work. The department also holds pre-trip meetings for students, so that they are comfortable with trip itineraries and expectations. Our therapeutic staff work with students in their cohort groups to process community issues related to the upcoming Aventuras.
Our teachers are also hard at work, preparing for the experiential, hands-on classes which engage students on each trip. Look for a report on each Aventura in the next edition of the NSA newsletter.
New Summit Academy takes an integrated approach to our program, and Aventura preparation is no different! Our experiential education staff have designed Physical Education classes and activities to develop strength and flexibility for kayaking, hiking, and community service work. The department also holds pre-trip meetings for students, so that they are comfortable with trip itineraries and expectations. Our therapeutic staff work with students in their cohort groups to process community issues related to the upcoming Aventuras.
Our teachers are also hard at work, preparing for the experiential, hands-on classes which engage students on each trip. Look for a report on each Aventura in the next edition of the NSA newsletter.
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NSA’s Academic Department mission states that we are working to develop in students a global perspective to apply knowledge to their own lives, their communities and their world. One method for accomplishing this mission is through our Global Citizenship program, which guides students to see their classes and projects through the lens of the eight facets of Global Citizenship: diversity, human rights, social justice, environmental stewardship, digital citizenship, sustainable development, conflict resolution and interconnectedness.
Adam, our Global Citizenship coordinator, works with all new students to develop a foundational knowledge of these facets – and apply that knowledge to class projects throughout the year. Adam has now organized quarterly enrichment field trips so that students are able to see these facets at play not just in their studies, but in the communities of Costa Rica.
This quarter, students will be learning about the Earth Charter in a tour of the University for Peace, exploring diversity with the indigenous community of Quitirrisi, investigating sustainable development at the organic farm La Nueva Era, and examining social justice issues with the Tico Times – Central America’s largest English language publication.
Thanks to Adam and the entire teaching team for continuing to enrich the innovative Academic program at New Summit Academy!
Adam, our Global Citizenship coordinator, works with all new students to develop a foundational knowledge of these facets – and apply that knowledge to class projects throughout the year. Adam has now organized quarterly enrichment field trips so that students are able to see these facets at play not just in their studies, but in the communities of Costa Rica.
This quarter, students will be learning about the Earth Charter in a tour of the University for Peace, exploring diversity with the indigenous community of Quitirrisi, investigating sustainable development at the organic farm La Nueva Era, and examining social justice issues with the Tico Times – Central America’s largest English language publication.
Thanks to Adam and the entire teaching team for continuing to enrich the innovative Academic program at New Summit Academy!
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This month, at the National Association of Therapeutic Schools and Programs (NATSAP) conference in La Jolla, California, Academic Director Martin Naffziger and Executive Director Heather Tracy delivered a presentation on how to design a program that intentionally develops Executive Functioning skills.
Because Executive Functioning is such an essential and elemental set of processes which help determine success in so many areas, NSA works holistically with students who struggle so that these skills are intentionally strengthened and consistently applied in academic work, community life, therapeutic interventions, and the development of key life skills. This daunting task cannot be accomplished by a lone therapist, a favorite teacher, or a passionate mentor alone, as this approach would isolate skill development to only one type of task – homework completion, flexibility in changing plans, or incorporating feedback.
Martin and Heather’s presentation outlined how a program can develop an integrated approach to strengthening Executive Functioning skills. This approach begins with an intentional, systemic structuring of how students – and the professionals with whom they work – are guided in problem-analysis, goal-setting and management of steps, daily time management, self-monitoring, and more – so that the very programmatic steps students engage in build Executive Functioning skills by applying them throughout the day, every day.
The presentation provided concrete techniques and structures – using our one-of-a-kind program as examples – which allow teachers, therapists, experiential educators to collaborate in developing an integrated, whole-program approach to building Executive Functioning skills.
When we consider that students will need to, after transition, apply these skills in every facet of their adult lives, no approach but an integrated one can succeed.
Because Executive Functioning is such an essential and elemental set of processes which help determine success in so many areas, NSA works holistically with students who struggle so that these skills are intentionally strengthened and consistently applied in academic work, community life, therapeutic interventions, and the development of key life skills. This daunting task cannot be accomplished by a lone therapist, a favorite teacher, or a passionate mentor alone, as this approach would isolate skill development to only one type of task – homework completion, flexibility in changing plans, or incorporating feedback.
Martin and Heather’s presentation outlined how a program can develop an integrated approach to strengthening Executive Functioning skills. This approach begins with an intentional, systemic structuring of how students – and the professionals with whom they work – are guided in problem-analysis, goal-setting and management of steps, daily time management, self-monitoring, and more – so that the very programmatic steps students engage in build Executive Functioning skills by applying them throughout the day, every day.
The presentation provided concrete techniques and structures – using our one-of-a-kind program as examples – which allow teachers, therapists, experiential educators to collaborate in developing an integrated, whole-program approach to building Executive Functioning skills.
When we consider that students will need to, after transition, apply these skills in every facet of their adult lives, no approach but an integrated one can succeed.