Here you will read about an exceptional school uniquely dedicated to personalized education. A school where one instructor and one student constitute a class, where there are no bells, no recesses, no assemblies, and no lockers. A school where intellectual development and interest creates a mentorship between instructor and student, where students call instructors by their first name, and where staff invest actively in student achievement. We encourage you to navigate through the contents of our website to discover the difference of a personalized education at Dartmoor. Whether you are a student, parent, professional, or educator, we hope today’s perusal will lead you to inquire further. We look forward to welcoming you to our school.
Dartmoor School provides an optimal personalized education for its students via active one-to-one instruction individualized to their instructional levels, learning styles, and the pace of their academic and intellectual progress. Instruction is offered in a welcoming, safe, respectful, and nurturing environment.
Dartmoor believes in the individuality of its students and seeks to cultivate the unique talents of each student. The school’s one-to-one setting creates an ideal opportunity to involve students in their own education and inspire them with a passion for inquiry. Dartmoor eschews the impersonal, authoritarian classroom of convention for a nurturing, personalized instructional model wherein the specific student and not a generic norm occupies the focus of learning.
- All students can learn
- Instruction should take place at a student’s instructional level
- Instruction should accommodate a student’s learning style
- Students should feel safe and respected
- Staff should encourage students to be responsible
- Staff should teach students to think globally and champion diversity
- Staff should demonstrate sincere concern for students
- Staff should nurture every student’s self-concept and potential
- Staff should always model and foster ethical behavior
Founded in 1990 by reading specialist Doris J. Bower, Dartmoor began as a reading intervention mechanism. The success enjoyed teaching reading fundamentals to struggling students soon led to demands for more subjects and gradually supplemental services expanded to cover the general gamut of academic subjects. As more and more students sought remediation, requests for credit courses and graduation readily increased, prompting Dartmoor’s accreditation and, ultimately, its transformation from a learning center into an alternative school in the early 1990s.
Dartmoor’s ability to work effectively with a diverse population attracted districts to place students needing an individualized educational setting. To facilitate these placements, Dartmoor became a Non-Public Agency (NPA) in the 1990s.
Today, Dartmoor is a school pervasively informed by its founding principle of student respect, a school committed to diverse learners, and a school cultivating in its students self-realization balanced by personal responsibility. Though student needs have encouraged Dartmoor’s growth in unforeseen directions, the school has remained faithful to its founder’s vision of a place where students rather than abstractions center the educational experience.
Dartmoor’s profile describes its academic setting for the purposes of college admission. This document provides information on the school’s philosophy, graduation requirements (for the college preparatory program), GPA calculation and ranking systems, standardized test results, and the implementation of curricula and technology.
Download Dartmoor’s College Profile
Because of its academically diverse student body, Dartmoor encourages admissions officers to correspond directly with our Head of School, Kimm Conroy, to explore a given graduate’s potential to thrive in a specific higher educational setting.
Dartmoor School employs a phenomenal group of individuals who understand the unique setting of personalized education. Our educators have experience working with students who have unique and often highly complex profiles including ADD, learning disabilities, Asperger’s, behavioral or pscyhological issues, and giftedness. Educational staff hold a bachelor’s degree or higher in their area of expertise, and, regardless of their roles, combine enthusiasm for learning with dedication to the individual needs of our diverse population of students.
Doris J. Bower
Mrs. Bower was a reading specialist and educational therapist who saw the need for alternative approaches to education. She started Dartmoor School in 1990 to ensure student success for all learners by developing a personalized educational program through the one-to-one model of instruction that Dartmoor continues to provide to this day.
Dori’s dedication to Dartmoor was evident even after her official retirement. She continued to offer professional expertise by assisting in staff training, mentoring managers and instructors, and contributing educational leadership as a board member. Her enthusiasm for student learning empowered all of us. Dori’s passion for educational change and intrepid spirit will be the legacy she left behind.
Mr. Wahl is responsible for the non-educational business management of Dartmoor. Andrew served in the Marine Corps before attending college, developing strong leadership and management skills. He graduated from Seattle University with a degree in Criminal Justice and joined Dartmoor in 1993. Andrew has participated in virtually all aspects of Dartmoor. He has taught, managed campuses, supervised human resources, overseen corporate finance, maintained IT, and directed marketing and sales.
Head of School
Ms. Conroy provides administrative services and oversees all academic aspects at Dartmoor in order to ensure the delivery of consistently superior educational services for Dartmoor students. Kimm has an Ed.S. in Educational Administration from Seattle University and a Master’s in Education from Antioch University. She has been a dedicated educator for over fifteen years. Kimm is guided by the belief that all students can meet their full learning potential when provided a nurturing and compassionate atmosphere that serves the unique learning profile of each student. She is committed to fostering a continued learning community among Dartmoor students and staff.
Special Education Coordinator
Ms. Beggs has a Bachelor’s in Child Development from California State University, Los Angeles and a Master’s in Special Education from California State University, San Bernardino, as well her Teacher Certification with endorsements in Elementary Education and Special Education, Pre-K – Adult. Deborah joined Dartmoor in 2015 after teaching special education in public schools for 20 years. Deborah firmly believes that all children can achieve academic success when given the proper supports and motivation.