The priority deadline for the 2021-22 school year is January 31, 2021. All applications received by that date will be reviewed together. If there are spots remaining after the initial admissions deadline, applications will then be considered on a rolling basis.
If your application was submitted by the January 31 deadline, you will receive an admissions decision by March 10. If you are being considered on a rolling basis, you will receive an admissions decision approximately 2 weeks after submitting your completed application.
Please note that an application is only considered complete once we have received the materials listed on our Application Checklist.
It is important for all students at Chewonki to be both academically and socially ready for the school year. Returning and new students will be held to consistently high expectations relative to their age and grade levels.
Students are expected to come to school:
- with a positive attitude and ready to learn
- able to follow instructions
- able to work independently at grade level
- able to function within a group and collaborate with small partner groups
- capable of making transitions smoothly
- able to respond to redirection when necessary.
The active and diverse nature of the school day requires that a student be comfortable, attentive, and engaged in a classroom or outdoor setting. We would like to serve all students’ learning and physical needs to the best of our ability. However, at this time, we do not have additional academic support teachers on staff to accommodate all student needs. Students with learning challenges or diagnosed disabilities under the Americans with Disabilities Act (ADA), on current Individualized Education Programs (IEP), or with high-risk medical condition may request that we provide reasonable accommodations. The decision to permit or deny requested accommodations will be made on a case-by-case basis with school administration, the lead teacher, and the Chewonki supervising nurse.
It is imperative that students have adequately completed the work of the previous grade and be “on grade level,” as indicated by their records, upon entering the program. Students should be able to work independently within the classroom without regular additional teacher support. If we have a concern about your child’s learning needs, we will address that directly with you as soon as possible to design next steps.