Meeting the Challenge Together

By Shelley Brown P ’32 ’33 ’38, assistant head of school for academics and head of early childhood and lower school  

A few times each winter, I find myself at the base of Mad River Mountain Ski Resort, watching over 200 lower school students make their way down the ski slopes. Some fly, some learn to stop, some learn to fall. What’s remarkable isn’t just that they’re skiing—it’s how they get there. We don’t line everyone up and send them down the same hill. We look at what each child is ready for and provide the right mix of encouragement, structure, and guidance. Some head to the bunny hill. Some try a lift for the first time. All are challenged, all are supported, and all move forward.

That’s not just a ski story. It’s a Wellington story. And it captures the heart of how we approach learning: challenge should be real, but never one-size-fits-all. Our academic programs are designed to stretch students in meaningful ways while providing the support they need to grow. This year, that philosophy is reflected in several exciting academic shifts and enhancements across the school. 

Math Pathways That Meet Students Where They Are 

Our work this year centers on designing learning experiences that are appropriately challenging, engaging, and responsive to the needs of every student. One example of this vision in action is a new structure we're introducing to our middle school math program.

Historically, students in grades 6 through 8 have had access to two math pathways: at-level and advanced. Beginning this school year, we are expanding to a three-path model: at-level, accelerated, and advanced. This new structure builds on the foundation established in 5th grade, which will continue to offer two options (at-level and accelerated), by adding a middle pathway in grades 6–8 that bridges the existing options.

This change allows us to differentiate more effectively, narrow the instructional range within each classroom, and create clearer transitions to upper school math. Teachers will be better equipped to meet students where they are and move them forward with purpose. Students in the at-level path will be prepared for Algebra 1 or Geometry in 9th grade; students in the accelerated track will be ready for Geometry; and those in the advanced track will be positioned to enter Algebra 2.

Placement decisions will be informed by a combination of teacher recommendations, academic performance, and placement assessments, with a commitment to revisiting placements as needed to ensure students are both supported and challenged appropriately.  

Reimagining Language Learning in Middle School

Another area where we’re making a thoughtful shift is in middle school world language instruction. In past years, all students took French in 5th and 6th grade before choosing between French, Spanish, and Latin for 7th grade. Beginning this school year, we will introduce an “exposure year” in 6th grade, where students will rotate through a trimester each of French, Spanish, and Latin. This new model allows students to experience the rhythm, structure, and culture of three distinct languages before making an informed decision about which one to pursue more deeply in 7th and 8th grade. It also increases the diversity of linguistic and cultural perspectives to which students are exposed, sparking earlier interest and engagement. 

Honor Humanities Across Divisions 

To further support students who are eager for additional challenge in the humanities, we are excited to introduce a new honors humanities course for 7th and 8th graders. Beginning this fall, the course will meet twice weekly for 30 minutes in place of supervised study and will provide extended opportunities for deeper engagement with literature, history, and writing. Students will apply for entry, and the course will be graded and listed separately on academic reports. This new class reflects our commitment to cultivating a culture of challenge by creating intentional pathways for students to pursue advanced work in areas of passion.  

We are also proud to launch two new courses in the upper school: Honors Humanities 9 and Honors Humanities 10. These trimester-based courses, co-taught by faculty from the English and history departments, will run during Trimesters 2 and 3 and are designed to invite students into deeper, more connected thinking across disciplines.

Meeting twice a week outside of regular English and history classes, these courses will provide a rigorous academic environment with meaningful work both in and out of the classroom. Students will be expected to manage deadlines, engage in complex discussions, and demonstrate curiosity and commitment. At the conclusion of the course, students will receive a grade and earn one trimester of credit.

This addition to our course offerings reflects our belief that challenge can take many forms and that when students are invited to stretch beyond traditional boundaries, they build not only academic skill, but also confidence, insight, and voice. More information about expectations and enrollment will be shared during Trimester 1. 

Expanded Instructional Time and New Schedules 

How we use time in school speaks volumes about what we value. At Wellington, we continue to revisit and refine our schedules to ensure they reflect the needs of our students and the priorities of our community while balancing academic challenge, personal growth, and meaningful connection.

In middle school, this means increasing English Language Arts (ELA) instruction in 6th grade from four to five days a week, matching the 5th grade schedule. This added time supports the development of strong literacy and communication skills, which are foundational across subjects. In 7th and 8th grades, ELA remains four days a week to preserve our robust elective program, but students will also have access to new humanities extension experiences that deepen their engagement with literature and interdisciplinary thinking.

We’re also evolving LEAP Days in middle and upper school to include more consistent academic time without losing what makes the day unique, such as advisory, clubs, dives, and service learning. In the upper school, the new 5/4 schedule introduces longer, more frequent class blocks, weekly advisory and Pathways time, and structured teacher access. These shifts offer students more time to engage with content, collaborate with teachers and peers, and experience a school day that reflects both our high standards and our commitment to student well-being. 

Continued Differentiation in Early Childhood and Lower School 

The strengths of our early childhood and lower school classrooms are our use of time, the professionalism of our educators, and our educational approach rooted in best practice. We dedicate time in our homeroom to social studies, morning meetings, and closing circles where diverse perspectives are valued and voices are heard. A variety of perspectives is important as students work through social studies topics and learn to listen to others and form their own ideas.

Knowing our students beyond a single data point, students are also grouped in smaller and flexible groups for most math units and literacy experiences. Just like the ski slope, some of our students are ready to zip down the black diamond for reading and math, while others need support on the bunny hill. We provide this differentiated instruction in small groups of about six students guided by a certified educator. Additional learning guide support this year allows us to continue this model as our class sizes are excitingly at capacity throughout the division.

Learning Showcases Coming This Year 

Families and the broader community will hear directly from students about what they’ve learned, what they’ve created, and how they’re growing at three different Learning Showcases. Not all students will share at each Learning Showcase, but the entire community will be invited to an evening of celebrating students’ rise to academic challenge through all subject areas. Please save the dates: November 11 and February 19 (alongside the State of the School and All Things Wellington). A third showcase will take place in the spring within each division.

Learning That Impacts the Community and Teachers Who Model Lifelong Learning 

Wellington teachers don’t just teach challenge…they live it.

• Thirty-five Wellington educators completed a three-day workshop on Project-Based Learning (PBL). PBL is a framework that allows teachers to design projects that enable students to explore meaningful, complex problems that often impact their own communities. It promotes student voice, increases engagement, and offers a platform for civic learning, which are key parts of what it means to be an active, responsible learner. Six faculty members earned certification as facilitators for our early writing and content-based writing curriculum.
• Twenty teachers and three administrators started a two-year, research-based training program to strengthen reading instruction across the school.  
• Sixty-seven teachers opted to read at least one, some up to four, educational books this summer. These book studies will help shape our work, in and out of the classroom, as we prepare to launch Wellington’s next strategic plan this fall.  

All Wellington certified teachers participate in ongoing, content-specific professional development that aligns to our instructional priorities and fuels the learning happening in classrooms every day. Just as we ask our students, “What are you most excited to learn about this year?” feel free to ask our educators the same question!

Parents, We See You Too 

We also want to invite you, our families, into this culture of challenge. We know that parenting today’s learners takes connection, insight, and community. That’s why we’ll continue to host a series of Parent Coffees this year across divisions. Some will focus on social connection and community building; others will be centered on educational topics designed to support your role at home. Please look for more information in divisional newsletters and join us when you can. These conversations are one more way we meet the challenge together.

At Wellington, challenge is something we embrace, not avoid. When students are surrounded by teachers, classmates, and families who believe in their potential, they are more willing to take that next run…whether it’s the bunny hill or the black diamond. Thank you for walking (and riding the lift!) with us. We’re excited for the 2025-26 school year.