There isn't one "type" of Touchstone student. Our students have different personalities, interests, strengths, learning styles, and ways of moving through the world. Some are outgoing and willing to jump into a conversation; others would rather observe for a while before joining in. Some love being outdoors, some love books or building things, some want to know how everything works, and some seem to have a new interest every few weeks.
Touchstone can be an especially good fit for children who thrive when teachers know them well and when they have room to ask questions, make things, move, explore, collaborate, and develop their own ideas.
Part of our admissions process is getting to know each child and family. We want families to feel confident not simply that Touchstone is a wonderful school, but that it is the right school for their particular child.
We are, by principle, a low-tech school. Screens are not found in our toddler or preschool classrooms. Our K-3 classrooms benefit from the occasional use of their classroom's projector, used to show images, work through a math puzzle together, or practice reading a large storybook aloud. As a primary source school, we rely on first-person accounts, interviews, images, and historical timelines to help students put together their understanding of the world; this means that we do not use age-leveled textbooks or digital programs as a part of our teaching. Instead, teachers gather and vet information for younger students, transitioning to building that research capacity within our older students.
Chromebooks are introduced in 4th grade where they are used occasionally for research, and for the typing of a final draft of a paper and preparing a clear slideshow presentation. Notes, organizers, and rough drafts are still handwritten (we explicitly teach both print and cursive). As students move into middle school, Chromebooks are more present, but still limited to research and writing with close teacher supervision. Students are not permitted to use cell phones during the day, and most choose not to bring them at all.
Because our classes are small, teachers know their students well and are continually paying attention to their growth. Touchstone assesses learning in many ways: through observation, conversations and conferences, student work, projects, writing, skills-based assessments, and, when useful, more formal measures. Teachers look not only at whether a student has mastered a particular skill, but also at how they approach challenges, apply what they have learned, communicate their thinking, and work independently.
Families receive regular communication about their child's progress, including conferences and written reports. When we see that a student needs increased support or greater challenge, teachers can adjust instruction, provide targeted small-group or individual work, and—when necessary—collaborate with families around next steps.
Yes. Students leave Touchstone with both a strong academic foundation and the independence they need to succeed in high school and beyond. By the time students graduate, they have experience managing longer-term assignments, writing and revising substantial pieces of work, conducting research, giving presentations, collaborating with others, and advocating for themselves when they need help.
Just as importantly, our graduates understand themselves as learners. They know how to ask good questions, organize their work, respond to feedback, communicate with teachers, and persist when something is difficult. Our graduates go on to a variety of public, independent, vocational, and other secondary schools, and we work closely with students and families during the high school transition.
Small classes and mixed-age groupings give our teachers flexibility to meet students where they are. A child does not have to fit neatly into a single "grade level" in every subject. Teachers may work with the whole class, small groups, or individual students depending on what students are learning and what they need next.
For a student who is ready for greater challenge, that might mean more complex texts, deeper questions, advanced mathematical concepts, or greater independence within a project. A student who needs more support might receive additional instruction, practice, different materials, or more individual attention. When a student's needs exceed what we can provide within the classroom, we work with families to determine what further support may be helpful and whether Touchstone can appropriately meet that child's needs.
Generally, yes. If there is space within a cohort we are always happy to consider admission at any point in the year, particularly for families who intend to be a part of the community for many years to come. We do take care to consider the current dynamics of the class, and to be sure that any children joining after the year has begun are able to feel fully included, and receive all of the support that they need to flourish. For families seeking financial aid for a late enrollment, funds can be more limited and it is worth reaching out to Ariel, Director of Enrollment (arielf@touchstoneschool.com), to discuss your particular circumstances.
We accept applications on a rolling basis, with most families applying between October and February. It is important to note that our Board of Trustees sets tuition rates for the following year in December, so official contracts will be issued after that point. Prior to that, applications serve to reserve your space pending a student visit and a completed contract. Our financial aid application is open through January, so families seeking assistance should plan to complete their application within that timeframe.