Join Quest!

*Round one applications will prioritize rising seniors. All early decision applicants will receive notification by December 20th; this allows students and families to begin making plans for next summer/school year. We encourage students to apply early before the program reaches capacity. 

**Round two applications open on January 20 and will close on March 1, 2025. Round two applications are accepted on a rolling basis until we reach capacity. The program's capacity is 30 students. There is no priority given to rising seniors in this round; rising juniors and seniors have equal opportunity based on the date of their application to join. Once we reach capacity, students will be placed on a waitlist based on their graduation year and date/time stamp on the application. 

Applicants Must Meet the Following Eligibility Criteria

The following criteria must be met prior to submitting the application:

• Grade level: be a rising junior or senior at the time of application; 

• On Track to Graduate: be on track to graduate within the expected timeframe; must plan to complete 1-year of the program (note: Quest is not an appropriate placement for a rising senior that intends to graduate early in December graduation.)

• Application requirements and Quest student profile: ensure appropriate fit for the program. Applicant must be in good standing academically, behaviorally, and in attendance.

• Counselor(s) meeting: has met with PAC and College Counselor (for rising seniors) prior to submitting the application.

• Parent Support: ensure parent(s) or legal guardian will support enrolling in the Quest program

• Commitment to Launch Week: applicant and parent acknowledges and agrees to commit to participating in the Quest program’s Launch Week trip which typically occurs approximately 1 week prior to the start of the school year.

• Partnership Placement Commitment: Commitment to accepting a 6- 8 week partnership placement in a professional workplace setting during the school year.

• Counselor Support: receive positive support for their placement in Quest from both their PAC Counselor and College Counselor. 

Application Review Process

ALL APPLICANTS:

Applications are screened by a process of a holistic review of the applicant’s profile, which includes reviewing the application and supporting materials provided; consulting with PAC and College counselors for input on the "fit" to which the applicant meets the requirements and possesses the desired attributes and dispositions that will lead to a positive learning experience for the applicant and the Quest learning community. At a minimum, the applicant will need to receive positive support from both the PAC and College Counselors; the applicant’s advisor will also be consulted to help determine how the student engages in a small community.  To ensure that selected students are strong representatives of the program and school community, the Dean of Students will confirm that each applicant is in good standing academically, behaviorally, and in attendance. This process ensures that all participants are well-prepared to serve as positive role models and trusted representatives when collaborating with professional organizations, stakeholders, school leaders, and peers.

If necessary, Quest advisors may seek additional input from current teachers, and previous Interim sponsors

GRADE 10 APPLICANTS:

For current Grade 10 students applying to participate in their junior year, current teachers will be contacted for input on the student's readiness for the level of maturity and academic independence required to be successful in Quest.

 ATTRIBUTES AND DISPOSITIONS FOR QUEST PROGRAM STUDENT PROFILES

To be admitted into Quest, applicants must uphold the SAS core values, personal integrity, and cultural expectations, as defined in the student handbook; be in good academic standing; have no significant academic or behavioral infractions within the past 12 months that resulted in: a behavioral contract, a school suspension, suspension from participation in co-curricular, removal from and/or disciplinary action from misconduct during a school-sponsored trip (on and/or off-island). 

The following attributes and dispositions listed below serve as both 

guidance for potential student applicants (and their parents) and criteria for Quest advisors and an applicant’s counselors for screening applicants to ensure alignment      with the expectations and goals of the Quest program.

Desired Traits and Dispositions of a Quest Student

• Desire to Learn: Demonstrates a desire to acquire knowledge and skills through Quest’s experiential learning and interdisciplinary learning approach.

• Work Ethic: Exhibits a disciplined approach to working towards goals and desired learning outcomes; willingness to seek support when needed.

• Interpersonal Skills: capable of working in team-based learning environments; engages appropriately with peers and adults in various learning and professional situations and environments.

• Self-regulation: the ability to regulate emotions and behaviors in highly dynamic learning environments in a variety of settings, both on and off campus.

• Readiness for Self-Directed Learning: Capable of working independently and autonomously.

• Constructive Feedback Response: Responds positively to feedback from both teachers and peers.

• Adaptability: Can thrive in various highly dynamic classroom and professional settings.

• Willingness to navigate the complexities and nuances of interdisciplinary project-based learning.

• Time Management: Exhibits good time-management skills or a strong willingness to improve in this area.

Desired Demonstrated Interest and Motivation

• Project-Based Learning: Displays a keen interest in learning through problem-based and project-based learning approaches.

• Interdisciplinary Connections: Values connections between different fields of study.

• Experiential Learning: Seeks to gain practical knowledge through hands-on experiences.

• Passion Pursuit: Desires to discover and pursue passions and interests in real-world contexts.

• Time Management Focus: Motivated to learn effective time-management strategies.

Desired Positive Community Engagement:

• Small Learning Community: Enjoys being part of a close-knit community of learners.

• Collaborative Learning: Enjoys collaborating with peers, excelling in team-based projects.

• Positive Attitude: Maintains a positive attitude towards collaborative learning and teamwork.