conferences. If this is not possible, we ask that the available parent/guardian attends at the designated time so that all conferences may be concluded on schedule. If parents choose not to attend the regu- larly scheduled conference time and take this opportunity for a vacation, their conference time will be forfeited for that particular term. In Upper School, boys attend and facilitate conferences between their family and their advisor. Additional conferences may be scheduled throughout the year as the need arises, by request of either the parents or teacher. Approach to Learning Styles & Differences Cathedral School for Boys recognizes that there are many learning styles and needs among elementary and middle school students. We strive to remain current with the research concerning the different learning styles, rhythms, and activity levels of our students and to promote an openness and flexibility in our program that allows our students to succeed. Our learning specialists support the efforts of our students to meet and exceed the academic expecta- tions that the school establishes at each grade level. Typically, they provide support during the academic day through either small group or individual work. Because of the importance of literacy in our curriculum, we use an early intervention model in grades K–2 that incorporates reading and phonological support. If a student exhibits unique educational challenges, our staff may refer parents or guardians to outside professionals for comprehensive educational testing, counseling, or extensive one-on-one remediation. On occasion, the School may request that the family receiving such an outside evaluation share the evaluation with the School as a condition of enrolling or remaining enrolled at Cathedral School. Such information can help us better evaluate and potentially meet the learning needs of the student. Unless unique circumstances necessitate, we do not alter our learning standards. The academic performance of boys receiving learning support is evaluated by the same standards established for all students. We do make academic accommodations when appropriate and reasonable within our educa- tional setting. We also seek to use a variety of approaches to challenge those students who may benefit from extra or advanced work in certain academic areas. Social and Emotional Learning at Cathedral School for Boys Social and Emotional Learning (SEL) is used in schools nationwide as an adjunct tool to academic learning. SEL is defined as “the process through which people learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relation- ships, and avoid negative behaviors. Such skills are critical components of the success of all schools.” At Cathedral School, we have always used SEL in various ways in our classrooms. Now we formally provide SEL tools and building skills with all boys in grades K–8. In the Lower School, kindergarten students talk about both attentive listening and appreciations, and also work through conflicts in their “Peace Corner.” Boys in the first through fourth grades have a 30-minute Friendship Group once per six-day rotation. In these groups, the boys have a chance to check in about their emotions and also receive a lesson on various SEL tools, such as using “I statements,” finding “win-win” solutions, and understanding boundaries.
12 | CSB 2017–2018 Handbook
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