FAQ

Wolfeboro is an academic summer program that looks and feels like a summer camp. Inspirational teachers, structure and purpose combine with the energy and fun of a vibrant summer camp. 

Wolfeboro is designed top to bottom to ensure academic progress for the college prep student - little is left to chance.

The result is a program that elevates academic confidence, attention to detail, and efficiency as well as provides a focus on friendships and healthy recreation.  Our people, program and campus exude success, progress, civility, friends and fun.

Students often say, "Why can't school be like this all the time?"

Five weeks provides ample time to establish new or improved academic habits. Driven by individual goals, our inspirational teachers, a class size of just five students, compassion and accountability make it happen every day. Classes and extra-help sessions meet six days per week.

Other options exist, but are simply not comparable. Wolfeboro is not a summer 'filler' program in a school calender. This is the only thing we do. We likely cost more but have the quality you expect. Look closely.

While progress of course varies, a stronger student is absolutely ensured. Wolfeboro students and teachers carry energy and momentum into the next school year. Ask them.

Simply put, after five weeks the same child will return home but not the same student. Individual Goals are established for each student with input from parents and, upon request, schools and consultants. At Wolfeboro, we work with the whole student to ensure they experience growth both academically and socially. 

The most common objectives:

1. Strengthen academic confidence. Expectations are adjusted and the challenge is individualized to ensure that success is earned and not given. 
2. Further develop study habits and skills. Learning how to study and function more efficiently goes hand in hand with mastery of content. 
3. Improve academic skills such as written expression, reading comprehension and mathematics. Wolfeboro is about looking forward and creating academic momentum for the next school year.
4. Develop social connections and practice living in community with peers and trusted adults.
5. Enhance executive functioning skills through intentional class and campus structures and routines.

Individual Goals and Courses are developed with input from parents, and with permission, educational consultants and school personnel. Primary Goals are agreed upon and a three-course program is designed to meet these goals. The program is reviewed and confirmed with all involved.

Course placement is based on the student's skill level - not age and grade. Further, additional individualization occurs within the class itself; the ideal class size of 4-5 allows a master teacher to devote individual attention to the goals of each student.

For students taking a course for credit purposes, course content is approved and confirmed in advance with the student's other school.

This summer, we are introducing a 3-week Middle School Boost session for our youngest learners. This session is available for rising 5th-7th graders and will run from June 26 - July 17. Families can plan to pick students up between 2-4 on the 17th. This program has limited space available. 

Of course it does.  Constant access to a cell phone compromises everything; screen time can interfere with tangible academic and social maturation.  Although students must overcome these obstacles, progress in the short term is simply better without these distractions. With family permission, students receive their phones for thirty minutes per day to stay connected with friends and family.

Furthermore:

• Student anxiety about this is 100% anticipation. It takes about five minutes for most every student to start enjoying a vibrant and robust social life on campus.
• Academic focus is best with pencil and paper...with markedly few exceptions. This includes progress in academic writing.
• Planning and executive functioning skills benefit from the careful process of paper and pencil. Keyboards and screens foster impulsive habits for many adolescents.

Predictably, students arrive with some apprehension and hope  - for immediate friendship and evidence that we do what we say we do.  Equally predictable is how quickly this anxiety becomes enthusiasm and emerging confidence.

There are three reasons:

1. Everyone is immersed in the camaraderie of a common adventure. Good friends are central to the experience.
2. Students sense that we are caring, competent, positive and encouraging. On the first day, your child will know that the teachers are indeed very good and that every day is filled with friends as well as with adults who will not let them down. 
3. Students quickly realize that Wolfeboro does produce results. They sense and see the quality and, in turn, dedicate themselves to the commitment.

At the same time, Wolfeboro feels like summer and looks like summer in every way!