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Significant Personal Attention and Support

While we hold all of our students to the highest standards, we recognize that all not students come to us with the necessary preparation to succeed. To that end, personal attention and sensitivity to student backgrounds are major priorities at LPS schools.

Small schools and small classes are a key to student success. With a maximum enrollment of 450 students per school and low student-teacher ratios, size alone will allow students at Leadership Public Schools a level of personalization unknown in typical public high schools.

However, we recognize that small size is only part of the solution. We offer an extensive array of programs and services designed to give each student the personal attention and support he or she needs to succeed:

• Advisories: Each student is assigned along with 12-15 other students to a faculty advisor who is responsible for supporting the individual education, needs, issues and success of his/her advisees. Advisories meet up to four times a week and typically work with the same faculty advisor throughout their four years at an LPS school.
  
  
• Early Intervention and Academic Support: Students performing below acceptable levels must participate in our Academic Support Program. Open to all students, this program offers extensive tutoring services available before, during and after school. Data is used to flag intervention needs at an early stage.
  
  
• Learning Style Analysis: All students are assessed for learning styles and literacy levels. Teachers, counselors and tutors then use these results to define their interaction with students.
  
  
• College Counselors: A strong college counseling program is provided to work with students on setting life goals, to help set the expectation of college attendance, and to address early on any barriers to learning a student may need to overcome.
  
  
• Other Design Features: Each year features a "Week without Walls" off-campus educational experience; teachers and community members plan lessons together to encourage coherence; longer class periods allow for greater intensity of focus and student participation.