Holden fosters success in an empowering learning environment
Holden’s four co-directors have over 100 years of combined experience working with students who have faced social, emotional, and academic challenges. Our academic teachers work closely with co-director Abby (a credentialed Education Specialist) to support students with various learning styles.
We provide appropriate classroom accommodations, modifications, and supports for students with disabilities with input from students, parents, teachers, educational testing, 504 plans, and IEPs. We value that our students learn in different ways. By differentiating instruction, we make a successful educational experience accessible for all types of learners.
Students are also supported by grade-level advisory groups, homework labs, teacher and learning specialist office hours, individual counseling, family counseling, end of semester conferences, transition counseling, study skills classes, and academic or behavioral support meetings (all covered within the cost of tuition), as well as individual homework and learning support tutoring interventions (for an additional cost).
Holden’s Counselors, Directors, and Academic Teachers meet weekly and work collaboratively to support all students.
Holden students make measurable progress in skills, show improved self-esteem, and have knowledge of their personal and academic strengths and areas of growth. They are able to more effectively communicate with adults and peers, think critically, and advocate for themselves.
Holden will participate in IEP meetings on-site or remotely with district staff. We do not take primary responsibility to create and implement IEPs if we do not have a direct contractual agreement with the student’s school district. However, we will do our best to support such non-contractual IEPs.
We hold annual end of year conferences with all of our students and their families to discuss student progress, strengths, accomplishments, and goals related to their academic and social growth and transition. These are not formal IEP meetings but serve a similar purpose.
We want to ensure that Holden is a good fit for all of our students. If the prospective student has ever been in a treatment program or hospitalized, one of our counseling supervisors needs to speak with their program or therapist before a student can be considered for acceptance.
Unfortunately, Holden is not structured to serve students with medically diagnosed psychoses or psychotic features, those who need line-of-sight supervision, have agressive behavioral issues, or are currently in crisis.
Five days per week of academic, elective, and social-emotional support services