The MHS schedule enables students to get jobs and internships, engage in community service, or take courses elsewhere.

One of the most fundamental principles in education is that every student has a unique learning style and set of personal needs. MHS students are generally very bright, with few behavior problems. For a wide variety of reasons, however, many have not achieved their full potential in a traditional educational setting. Here are some of the most common reasons students choose to attend our school, and how they benefit from our approach:

Students can do more self-paced and self-directed learning at MHS. These students may excel in particular subjects, and want more opportunity to pursue special projects of their own choosing. They may want to graduate early from high school so they can travel for a year before attending college. Or they may take a year to complete one semester of math, while completing two years of English in just one year. Our principal and academic counselor work to understand a student’s academic needs and passions and work with them and their family to craft an academic journey that is as flexible and accommodating as possible, while still meeting the district graduation requirements and ensuring that the student graduates eligible for whatever she would like to pursue post-high school.

Student’s primary learning style is not compatible with textbook and lecture-based instruction. They were probably bored or unchallenged in their classes, and questioned the relevance of the curriculum. These students may be experiential learners, who are now motivated at MHS by interactive projects, small group discussions, and opportunity for off-campus learning that demonstrate how academic learning connects to the real world. Or they may be artistic students who need more opportunities for creative expression and respect for their individuality.

Students need more individual assistance from teachers, or more structure and accountability. These students may have felt lost, overwhelmed, or discouraged in large, competitive classes, and may have stopped attending as a result. They are responsive to individual tutorial time with MHS teachers, and like the opportunity to work on each unit as long as necessary for mastery. Their parents appreciate the closer monitoring and frequent progress and attendance reports provided by the school.

Students want safe, close, and more supportive relationships with teachers and peers. They may have felt socially isolated, lost, or bullied at their previous schools, or they may be experiencing emotional stress or depression from divorce, academic pressures, or other life circumstances. These students appreciate the sense of family and community at MHS, the more open communication, and the opportunity for personal counseling.

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