High School

High school students are ready for the next level of independence, responsibility and decision making. When students are given the opportunity to take action on issues affecting them, they develop self confidence and become more proactive in their learning. 

Empowered students are motivated. The students who are motivated to learn have higher achievement, show better understanding of concepts they are taught, and are more satisfied with school. The focus of the high school is to continue the tradition of teamwork among the school, faculty, staff, and community to build a supportive network. 

Our high school is a personalized experience as students navigate their lives as young adults. It will provide opportunities for growth and increased responsibility. Students will have a balanced approach to academics, enrichments, and connections to the community. They will discover their strengths as they grow and learn and will have a caring school community to support them on their journey. 

High school classes will maintain the small class sizes Bishop Noland Episcopal Day School currently provides. Opportunities for independent study, online classes, and dual enrollment classes are available through Louisiana State University.

• Strong Campbell counseling from a certified administrator to help students focus on interest areas for electives and college majors
• Meetings with parents to plan their long-term goals for their student
• Management of digital portfolios to help with student activities
• Visits to colleges/universities
• Dedicated research time to help students find their best fit
• Personal 4-year planning with faculty
• Help with essay writing for applications
• Timeline help with deadlines junior and senior year
• Advisory time included in their schedule
• Mastery Prep for ACT feedback and practice

Our South Campus uses a modified block schedule. As educators, we are driven by the question of how we can best serve our students. After careful research, consultation and evaluation it was determined that a modified block schedule would best meet the needs of our students. 

A block schedule with longer class periods has been proven to lower student stress levels and increase student engagement in classes. A block schedule format also prepares students for their transition to college coursework and schedules. 

Educational research and best-practices from top independent school consultants are clear that block schedules improve a student’s learning experience by: 

1. Reducing the stressful, frenetic pace of preparing for and transitioning between several classes a day, and 

2. Increasing student engagement with more time for project orientation and teacher interaction in all courses. 

Reduced stress – A block schedule allows students to prepare for 3 – 4 classes each evening (instead of all 6 or 7 in the current schedule). During the day student stress levels are lowered by fewer interruptions in their learning. Increased engagement – A student attending 3 – 4 academic classes a day (instead of 6 or 7) benefit from this type of schedule. Projects and labs can be completed in one period instead of several and deeper relationships can be formed in classes with groups spending more concentrated class time together. Students are only preparing for 3-4 classes each evening, which leads to greater depth of learning and more opportunities to seek help from teachers before their class meets next. 

Additionally, students have a 40 minute lunch period to allow for time for clubs and collaborative meetings. This reduces the number of after school commitments a student has to juggle during the week. Our middle and high school students’ class day begins at 8:25 am and end at 3:25 pm.