A Guide to Social Emotional Learning (SEL)
More Than Just "Soft Skills"
We’ve all been told that school is about the "3 Rs"—Reading, Writing, and Arithmetic. But let’s be real: you can be a math genius and still struggle if you can't handle a disagreement or manage a deadline. That’s where the "4th R" comes in: Relationships.
Social Emotional Learning (SEL) is basically the "internal hardware" of a successful human. It’s how we learn to handle our big feelings, set goals without burning out, and walk a mile in someone else’s shoes. At Northstar, we don’t just treat these as abstract ideas; we turn them into a practical toolkit for students who learn differently.
The Classroom Without Walls
SEL isn’t a subject you study for forty minutes and then "finish." It’s happening everywhere. I’s a living skill set that gets practiced in the messy, real-world moments—like navigating a crowded hallway, resolving a spat on the playground, or just figuring out where to sit at the lunch table.
These skills are usually "caught, not just taught." You can’t just lecture someone on how to be calm; they have to see it in action. It’s all about the power of modeling—how teachers and students actually treat each other when things get stressful or when they flat-out disagree. Those high-pressure interactions are where the real learning happens. Students learn more from how a teacher handles a stressful moment than from a poster on the wall.
Ultimately, we’re bridging the gap to reality. The end goal here isn’t just to have a "well-behaved" student who follows the rules in a classroom. The goal is to build a person who can walk into a high-stakes workplace or a complex community and have the tools to navigate it all independently.
High-Tech Regulation
Think of SEL as having a modern toolkit for your brain. It’s not just about "deep breaths" anymore; we’re talking about assistive self-care. Sometimes, the gap between feeling an emotion and actually managing it is too wide to jump alone. That’s where technology steps in—whether it’s a "calm-down" app, a sensory tool, or a digital mood-tracker, these aren’t just gadgets; they’re the bridge that helps a student get back to center.
It really comes down to personalized workflows. Think about how a CEO uses a high-end planner or a project management app to stay on top of their day. Students can do the same thing with SEL strategies to manage their mental energy. It’s about learning how to "budget" your focus so you don't hit a wall by lunchtime.
When we frame these tools as professional assets rather than "crutches," it allows students to practice independence through tech. It levels the playing field, giving students the same edge a professional has to stay focused and composed, no matter what kind of environment they’re stepping into.
The "Big Five" (The SEL Pillars)
If we’re looking at the "Gold Standard" of how this works, it usually boils down to five things:
- Self-Awareness: Identifying your own strengths and emotions.
- Self-Management: Controlling impulses and staying organized.
- Social Awareness: Understanding social cues and practicing empathy.
- Relationship Skills: Working in teams and handling conflict.
- Responsible Decision-Making: Thinking through the consequences of your actions.
A Three-Dimensional Skill Set
It’s a common misconception that Social Emotional Learning is just about "feelings," but it’s actually a three-dimensional skill set designed for total student development. On the cognitive side, it’s the engine behind problem-solving and executive functioning—the "brain power" needed to think critically. Then you have the social dimension, which covers how we communicate, collaborate, and actually contribute to our communities. Finally, the emotional piece ties it all together by building the resilience and stress management skills that lead to genuine self-confidence. Once students start practicing these skill sets, they being to build confidence, one choice at a time.
The Transformation: From Overwhelmed to Empowered
At Northstar, we don’t just teach students how to pass a grade—we teach them how to handle their future. At the end of the day, SEL is about moving a student from feeling like the world is "happening to them" to realizing they are in the driver's seat. It’s about building the resilience to say, "I can handle this." Want to see what this looks like in practice? We’d love to show you around! Swing by a Northstar Open House or schedule a tour to see SEL in action.
Celebrating Black History Month
In celebration of Black History Month, Northstar filled the calendar with experiences designed to highlight, uplift, and celebrate the rich history, achievements, voices, and contributions of black individuals.
We kicked off the month with an all-student assembly explaining the origins of the month. Although only officially signed into law by Congress in 1986, Black History Month has been observed in some way since the early 20th century. This year marks the centennial celebration since its precursor Negro History Week was designated in 1926.
At Northstar, students stretched their creative muscles by fashioning an interactive “walking museum.” Advisory classes worked together to choose a person to highlight in a poster. Among subjects were black activists, politicians, entrepreneurs, scientists, and more from both history and today. In addition, students and staff delved into the rich culture of black art by exploring the contributions of artists of color. From visual arts to music to the written word, the Northstar community highlighted their favorite or most impactful works.
“It’s important we learn about important people in the past, especially people who ended slavery and people like Martin Luther King,” said middle schooler Amyra about the creative project.
Upper School students expanded their knowledge by taking a visit to the Richmond Black History Museum & Cultural Center of Virginia (BHMVA), where they heard about the achievements and trials of black folks across the commonwealth.
Instructional Assistant Jordan Johnson, who planned the celebrations, said, “Black History Month is an opportunity for learning, reflection, celebration, and connection. It’s important to create space for our students to have meaningful conversations.”
During the last week of February, Johnson hosted a panel discussion of black professionals. Among the speakers were local leaders, business owners, and health care professionals. They took questions about their backgrounds in education, the world of work, and their individual experiences as black professionals.
“There’s gonna be obstacles. That’s what life is,” said physiatrist Dr. Timothy Silver while discussing how to tackle challenges of post-secondary education. “How we negotiate them to get to the next level is up to you.”
The panelists shared messages of encouragement and positive intentions for the future of Richmond’s black community.
“Uplifting my community and seeing those same people come and support me is one of the things I really, really cherish about us as a people,” said Kayen Wilborn, a local musician.
When asked about what black joy means to her, Veterinarian Brit’nee Haskins simply commented, “Black joy is just the freedom and space to be who you are.”
Why Hands-On Learning Works: Construction Training for Students with Special Needs
Introduction
Hands-on learning isn’t just an instructional option — it’s a powerful way many students with special needs access and retain new skills. For learners who benefit from engaging their bodies as well as their minds, experiential instruction creates meaningful opportunities to connect abstract concepts to real results.
At Northstar Career Center, the Construction & Maintenance program offers exactly this kind of learning environment. In a workshop-style classroom equipped with real tools and personal protective equipment, students build foundational construction and maintenance skills while working toward independence and future employment.
What makes this approach especially effective is how it integrates individualized learning goals — particularly those outlined in students’ Individualized Education Programs (IEPs) — into projects that are purposeful, tangible, and directly linked to workforce readiness.
The Value of Kinesthetic Learning in Special Education
Students with ADHD, autism, intellectual disabilities, and other neurodiverse profiles often thrive when instruction is hands-on, interactive, and movement-based. Kinesthetic learning — learning by doing — helps students encode information through tactile memory and muscle memory, making complex skills more accessible and memorable than traditional lecture-based instruction.
In construction training, this might look like measuring lumber, operating a hand tool, or assembling components — all repeated until the skill becomes familiar. Movement, repetition, and multi-sensory engagement not only aid learning but can also improve focus and reduce frustration. This makes construction training a natural fit for students who struggle with purely auditory or visual learning methods.
Connecting Construction Training to IEP Goals
One of the great strengths of Northstar’s Construction & Maintenance program is how seamlessly it supports IEP goals and broader life-skills development.
For example:
- Following multi-step directions — Students routinely follow sequential instructions to complete projects, mirroring skill progressions outlined in many IEP plans.
- Tool use and safety — Lessons in safe tool handling support fine motor control and practical safety goals often specified in IEPs.
- Team collaboration — Working in pairs or groups reinforces communication, cooperation, and social engagement — all valuable social-emotional learning objectives.
On top of these, construction projects also cultivate life and vocational skills such as measuring, planning, cleaning up work areas, and evaluating finished products. These tasks directly support workplace readiness and independence.
Through exploration of assistive technologies, students also learn how to manage their workflow, gain efficiency, and build autonomy — all critical competencies for future employment.
Engagement Through Purposeful, Real-World Tasks
Purpose makes learning stick. Projects in Northstar’s Construction & Maintenance program aren’t hypothetical exercises — they result in tangible outputs that have meaning beyond the classroom.
Students might build functional items like shelves, tables, or outdoor enhancements. They may even participate in community projects, such as collaborating with local partners to renovate or improve real work sites, gaining hands-on experience in a real-world context.
When students see the direct impact of their work — an object used by others, a space improved for community use — it boosts engagement, motivation, and pride.
Building More Than Structures — Confidence and Soft Skills
Completing a construction project isn’t just about mastering a new hard skill — it’s an opportunity to build confidence and soft skills that carry far beyond the workshop.
Through the construction process:
- Students experience increases in self-esteem as they see themselves complete tasks they once thought were difficult.
- They practice leadership and teamwork by working with classmates, sharing tools, and solving problems together.
- They learn to adapt and persevere, recognizing that mistakes are not failures but steps toward mastery.
These soft skills — communication, resilience, leadership, and collaboration — are essential for both employment and daily life.
Measuring Progress and Preparing for the Workforce
In the Northstar Career Center, student success is tracked and celebrated within the IEP framework. Instructors document progress toward individualized goals such as independence with tool use, consistency in following directions, or workplace behavior — ensuring that growth is both meaningful and measurable.
Construction training also prepares students for their next steps:
- Students can document specific skills and credentials (e.g., OSHA-10, Career Readiness Certificates, employability certifications) that enhance their resumes and job applications.
- They learn to advocate for accommodations and communicate their strengths to potential employers.
- Many students graduate ready to pursue careers in residential construction, commercial building management, trades apprenticeships, or other hands-on fields.
Northstar also emphasizes connections to community and workforce partners, offering students opportunities to practice their skills on real job sites and build relationships that support future employment.
Conclusion
Hands-on learning, especially within construction training, offers profound benefits for students with special needs — making abstract goals tangible, aligning instruction with individualized IEP outcomes, and preparing learners for meaningful careers.
At its core, Northstar Career Center’s Construction & Maintenance program doesn’t just teach students how to build structures — it helps them build confidence, independence, and pathways to fulfilling work.
Support experiential learning in special education — because every student deserves a future where their strengths are valued and their skills are tangible.
College Students Join the Class
Who teaches future teachers? Teachers, of course!
Northstar recently hosted nine Randolph-Macon College students on campus. A mix of Exceptional Education majors, Elementary Ed majors, and General Education majors, they shadowed Northstar teachers during their January term, an abbreviated three-week course between RMC’s fall and spring semesters.
This special course is taught by Dr. Amber Peacock and aims to teach students how to develop and implement educationally useful IEPs (Individualized Education Plans). IEPs are legal documents that educators and parents use to make decisions about instructional goals, accommodations, and placements for students with disabilities.
“Northstar’s collaboration between students, teachers, and faculty creates a home-like environment. From the conversations between peers to the conversations in the classroom, it’s clear how Northstar cares for every student.”
-Blaine, RMC '27
The course requires each student to complete several hours of fieldwork observing student engagement or behavior in a K-12 classroom setting. Over the three week time period, the undergrads sat in a variety of classrooms, from the Lower School to Specialized Reading to Career Center. Between chatting with host teachers and getting to know Northstar students, they took notes on how teachers used individualized strategies for supporting students.
“Northstar is the epitome of presuming competence for your students,” said RMC student Allie about her experience shadowing Health and P.E. class. “Everything is student-focused.”
The undergrads emphasized how their observations tied in to what they were learning back on their home campus, especially on creating an effective, inclusive classroom environment. "The fieldwork is directly applied to the class," noted RMC student Addy, who shadowed an Upper School History classroom.
“This school has been one of the most inspiring and impactful placements I’ve had,” said Haley, who shadowed Career Center’s Business Technology class and aims to work in a career and technical education (CTE) program after graduation, “I’ve seen and heard so many different teaching strategies.”
This new partnership between Randolph-Macon and Northstar opens doors to possibly hosting future undergraduate interns or student teachers.
Pet Care as a Profession: Why the Veterinary Assisting Program at Northstar Career Center Opens Doors for Animal-Loving Students
For students who adore animals and dream of working with them every day, the Veterinary Assisting program at Northstar Career Center offers a meaningful, hands-on pathway to real career opportunities. In a laboratory-style classroom that resembles a real veterinary office, students learn to handle, care for, and manage animals — along with the administrative and customer-service skills needed in the pet-care field.
Whether students envision caring for pets in a clinic, working in a kennel, grooming animals, or offering personalized pet services, this program lays a foundation that connects passion with professional purpose.
Section 1: Hands-On Learning in a Realistic Veterinary Setting
Northstar’s Veterinary Assisting program places students in environments that feel like actual workplaces — not just classrooms. Here, students:
- Practice safe and humane animal handling
- Learn animal care routines and facility maintenance
- Manage paperwork and client communication
This experiential approach strengthens skills through doing rather than just observing, which helps students gain confidence and independence before entering the workforce.
Section 2: Career Paths for Animal-Loving Students
One of the most exciting aspects of the Veterinary Assisting program is the range of career options it can help prepare students for. For people who love animals and want to turn that passion into work, possible pathways include:
Veterinary Assistant
Graduates can support veterinarians and technicians by caring for animals, assisting with treatments, preparing exam rooms, and interacting with pet owners — all foundational duties in veterinary clinics and animal hospitals.
Kennel Attendant / Animal Care Worker
In animal shelters, boarding facilities, and kennels, attendants feed, exercise, and clean up after animals regularly. These roles are essential in ensuring the health and well-being of pets in care.
Pet Sitter or Pet Care Specialist
For students interested in flexible, independent work, pet sitting offers a way to care for pets in their owners’ homes while owners are away — feeding, walking, and providing companionship daily.
Grooming and Basic Care Roles
Although some grooming roles require additional training, basic grooming skills like bathing, brushing, nail trimming, and coat care are valuable in many animal-care settings and can complement other job duties.
By exposing students to real animal care experiences, the program helps them clarify their interests and opens doors to careers that range from hands-on clinical work to independent pet services.
Section 3: Skills That Make Students Work-Ready
Northstar’s program goes beyond animal care techniques. Students practice:
- Professional communication with pet owners and coworkers
- Workflow management with assistive technologies and organizational systems
- Problem solving and independence on real tasks both in the classroom and community settings
These transferable skills are crucial not only for veterinary work but also for other job settings where responsibility, attention to detail, and interpersonal skills matter.
The program also offers opportunities to earn credentials — such as certifications from the National Association of Professional Pet Sitters (NAPPS) — to help students stand out in the job market.
Section 4: Real-World Experiences That Build Confidence
Northstar students don’t just learn about animal care, they do it. One example is the veterinary assisting class’s embryology project, where students care for fertilized eggs, monitor embryo growth, and experience the hatching process firsthand. These kinds of immersive, purpose-driven activities deepen engagement and foster pride in skill mastery.
These experiential moments help students develop critical thinking, responsibility, and empathy — qualities employers value highly in animal-care professions.
Section 5: Preparing for Long-Term Success
Through the Veterinary Assisting program, students build a portfolio of skills, experiences, and credentials that can be documented on resumes and shared with future employers. Northstar also supports students in transitioning to the workforce by:
- Helping them practice workplace expectations and social communication
- Encouraging reflection on career goals and next steps
- Linking graduates with community partners and employers who value skilled, compassionate workers willing to learn and grow
This career-focused support helps students enter competitive job markets with confidence and clarity about where their love of animals can take them next.
Conclusion
For animal lovers who want to turn their passion into a profession, the Veterinary Assisting program at Northstar Career Center offers an engaging, hands-on, and skill-building path forward. By blending practical pet care instruction with real-world experience, the program not only trains students for roles like veterinary assistant, kennel attendant, pet sitter, and more — it also fosters confidence, independence, and job readiness.
If you or someone you know dreams of working with animals, this program can be a springboard to meaningful work and a fulfilling career. Explore the possibilities and support vocational experiences that help students succeed in the pet care industry.
Thirty Years of Navigating the Future
Meeting the individual needs is a core value for Northstar Academy and Career Center, Central Virginia’s premiere school for students who have learning differences. Valuing individual needs was foundational to the dream of parents and pediatric professionals who envisioned a safe and inclusive learning space three decades ago. It was a guiding light for Northstar as it moved from a one-room classroom into a hodge-podge of train cars and finally to a two-building, 10-acre campus in Glen Allen. And, over the years, the Northstar community consistently held as a priority students’ individual learning needs and provided them forward despite the challenges along the way.
A private school and a nonprofit, Northstar is unique. This is a look at its 30-year journey.
Northstar: The First Decade
Growing up can be hard to do!
Learning how to read, tell time, dress, and make friends are typical childhood milestones along the journey into adulthood. Families tend to approach these milestones in similar ways, and public school systems use standard strategies to progress students from one grade level to the next.
But each person’s experience differs depending on how well they are equipped for the journey and the support they receive. For students who learn differently and face academic, social, and emotional challenges, this journey is anything but typical - and often difficult.
“It’s not traditional and is often traumatic,” said Northstar’s Founder, Candace David, in an interview from Naples, Florida. “The schools don’t know what to do with these children. Often they’re trying to fit a square peg into a round hole.’’
Standard teaching for the masses was common practice in the 1990s, explained David, when worked with families providing diagnostic, counseling, and placement services. Frequently, parents described similar issues with a one-size-fit-all approach. She also experienced difficulty placing students. One day, David recalled, she threw her hands in the air and told a parent, “I don’t know what else I, or we, can do but start a new school.”
Not long afterwards, pediatric urologist Dennis Garvin held a meeting with David and several parents in a West End living room. “We talked and talked about the need for a place for children who learn differently, and shared stories of how children were segregated and often left out of social activities.” The conversation led to a vision for an inclusive learning and social environment. David spent 1995 looking for space in churches and traveling as far as Massachusetts and Arizona to visit innovative schools. Out of this determined and innovative spirit came Northstar Academy, one of the first schools of its kind in the Greater Richmond area.
Vision to Reality
Northstar Academy opened at Epiphany Lutheran Church at Monument and Horsepen roads on September 19, 1996, with David serving as its first Head of School and Garvin as chair of the first Board of Directors. David worked from a janitor’s closet filled with mops and cleaning products, while 13 children sat nearby in a Sunday school classroom. Her daughter, Whitney Sears was a teacher and provided instruction. A $6,000 annual tuition was “enough to pay for a teacher and teaching resources,” she added.
With 28 students the next year, Northstar moved into Congregation Or Atid on Parham Road. Northstar quickly outgrew this shared space too and found it needed more classrooms, teachers, and resources. Parent Rick Witty, a local businessman and currently part-owner of Peter Blair, Ltd., took David to see Victoria Station. The former steak restaurant-turned-daycare center on Shrader Road was vacant and “the price was right,” David said. But she broke down on the depot steps and told Witty, “it’s too small. We need a gym, a science lab and more classrooms.”
Chuck Sweeney, a successful Richmond entrepreneur, came through to help fund the purchase of the Shrader Road property. A former baseball player in the New York Yankees system, he owned Richmond-area Shoney Big Boy and Captain D’s Seafood restaurants. “It was a start,” said David, who knew she’d the sweat equity of every family before she could open for the school year.
Donna Bower, a former parent and board member during those early years, remembered David’s message to families who gathered for a dessert event. “The expectation was you will do as much as you can for the school,” recalled Donna during a chat at Brick Road Coffee Co., now located in the former school. “I remember hearing it loud and clear.”
Armed with supplies and hope, parents cleaned and painted the interior black walls with softer colors and remodeled a kitchen “that really needed a lot of work,” laughed Bower. The local community donated furniture, lockers, a large receptionist-style work station and old computers later refurbished by a seventh grader.
“We had to roll up our sleeves and do everything we could,” said Bower, who received Northstar’s 2025 Navigator Award for Enduring Support. “We had to have a school for our kids and for the kids to come.”
Fundraising Begins
The train depot’s purchase was the first stop in the founder’s vision mapping for more classrooms, an indoor multi-purpose facility, and a science-technology lab. Northstar’s community began fundraising soon after move-in. Bower and former parent Beth Daly led the effort and were supported by a newcomer Meg Medina. “I worked her really hard,” Bower said of Medina, Northstar’s first grant writer/development director. “She had so many talents and I put them to work.”
Asking for financial help was “a lot of work,” said Medina, who didn’t have a lot of development experience and was quietly writing her first novel. But she “did it” because the school’s needs were “acute.” “I was really early in the game; there was no funding,” said Medina.
But Northstar had a different sort of riches.
“Even in the early days, the school had some really wonderful people on staff. True gems. People who loved and respected children deeply,” said Medina, the author of 14 books for children and young adults that celebrate Latino Culture, and a John Newbery Medal winner. She served as the 2023-2024 National Ambassador for Young People’s Literature.
Over the next few years, a fundraising mindset took root at Northstar and its vision materialized. A “Raise the Roof” campaign led to the building of a 5,000-square-foot multi-purpose room and gymnasium or “gymacafetorium” as students called it. Galas and annual giving campaigns followed. A “Building Blocks” campaign raised $425,000 to build a 3,450-square-foot upper school building with six classrooms and a technology lab funded by Verizon Wireless. Volunteers built a ramp from the school to the “gymacafetorium,” creating a better connected community for students to learn, play, and discover their talents.
It’s Working!
Northstar made good on its promise to provide students with opportunities to learn, discover their talents and participate in typical childhood activities. “The students had the same things that public school students had, which was really important, ” said Nancy Creecy, former parent and Northstar teacher.
Parents, teachers, and staff joined forces to ensure students got the extras too. They held dances, proms and Homecoming celebrations, and chaperoned basketball, soccer, and cheerleading activities. Students learned music, sign language, and Italian. They even participated in the school newspaper and yearbook. “The students learned a lot,” Creecy said. “They had a lot of fun.”
Before long, Northstar graduated its first seven students including Creecy’s son Austin, and Forrest Austin, Ryan Bailey, Caryn Bare, Eva Carlisle, Tim Crowl and Brian Vial. The first graduation in June 2002 is David’s most cherished memory. “I was so proud of those kids because they actually made such academic progress,” she said. “It felt really good seeing the delight on those parents' faces when they saw their kids being included in regular childhood activities and making memories. I was seeing their joy that ‘it's working, it's working.’”
As 2006 approached and Northstar completed its first decade in operation, the school graduated seven more students. The leadership also changed as John G. Myers, Jr., succeeded Gavin as board chairman and Patricia “Pat” West became the new Head of School.
Northstar: The Second Decade
Uniquely Northstar
Northstar grew significantly and upped its game on many fronts under West’s tenure from 2004-2017.
When West joined Northstar she already had 26 years experience in the Henrico County Public School System and a master’s degree in special education from the University of Virginia. With her signature “can-do attitude” and a commitment to excellence, she set about transforming the school’s operations, curriculum and professional stature.
“Dr. West tried to get the best out of everyone,” said Admissions Director Miranda Gerhard, who was a teacher under West’s leadership. “The example she set was a constant reminder that we are all here for the students.”
The school added kindergarten, launched after-school programs, and established a Transition Program to help upper school students prepare for life beyond Northstar. Fundraising efforts include two golf tournaments. The first, held at the Crossings Golf Club, raised over $18,000 for student scholarships, and the second raised another $25,000.
Northstar used a mix of curriculums to enable students to learn at their own pace. But there was a growing awareness that students needed strategies for managing social and emotional challenges that came with their disabilities, explained Catie Huennekens, Assistant Director of Northstar Career Center. “Social-emotional learning provides important life skills to resolve conflicts, engage in conversations, and cope with big feelings,” said Huennekens, who joined Northstar as a teacher in 2005.
West reached out to Peter D. Patrick, a renowned neuropsychologist at the University of Virginia’s Kluge Children’s Rehabilitation Center, and partnered in creating the school’s signature social skills program. “The focus on social-emotional learning was 一 and remains 一 a priority and daily focus within the Academy and the Career Center,” said Huennekens, who collaborated with colleagues to bring the project to life.
Around the same time, The Community Foundation provided a grant to create a transition program for high school juniors and seniors called Countdown to Employment (CTE). The program developed students’ skills to search, apply and interview for jobs, and acquire practical experience through partnerships with local businesses. Although Northstar’s career preparation has grown tremendously, the tenets of this program are still used to prepare students for employment and independent living.
Restructuring and Updating
A financial crisis in 2010 and wrecked the national and local economy significantly impacted Northstar’s operations. The student body temporarily dipped below 80 students, and many who remained needed tuition assistance to attend. In an attempt to reduce overhead, the school let go of teaching assistants. Leaders went back to the drawing board to problem solve and develop a new plan.
The strategic planning process identified reading and math as areas that needed new approaches. Innovative and new at the time, the Lindamood-Bell Learning Process™ integrated sight-word recognition, contextual fluency, oral vocabulary and comprehension. Russell Parker, III, board chairman from 2011-2013, went to California to learn firsthand how the process worked. Teachers were trained when a local opportunity presented itself. As a result, a custom program that met the school student’s needs became permanent in the 2012-2013 school year.
“When I started, there was definitely this feeling of rebuilding and restructuring,” said Wanda Ramsey, Assistant Head of School, who joined Northstar as a high school math teacher in 2010.
The overall upgrading continued as Northstar added Promethean boards, Kindles, and iPads 一 making assistive technology available to students, and leaders began requiring special education licensing for all teachers. The changes helped Northstar earn an accreditation from the Virginia Association of Independent Schools (VAIS).
In order to remain in a student-first mode, the Northstar community consistently asked itself, “what do we need to do so that our students 一 all of our students 一 leave us with options,” West explained in a 2014 interview. “We give parents hope.”
David Rosko, a teacher and the parent of two children on the autism spectrum, found that hope at Northstar. His daughter had seemed “lost” and “isolated” at school. He first home-schooled her, then enrolled her in Northstar in 2013. That’s when the family's world changed, he said.
“Parents were supposed to put in a certain amount of volunteer hours at the school helping with fundraisers, landscaping, and other things. I tutored students in math,” Rosko said. When a position teaching math opened up he immediately took it. “I love it here,” said Rosko. “I absolutely love it here.”
The support for Northstar’s students doesn’t stop when they become young adults.
In 2014, Northstar opened a full-scale vocational training center for students aged 16–24. The Career Academy now called Career Center, was initially housed separately on Staples Mill Road. It provided training in Hospitality, Materials Handling, Construction & Maintenance and Business Technology. A year later, Northstar included a Veterinary Assisting. With a new grant Northstar purchased two vehicles to transport the students into the community, and it soon became a Virginia Department for Aging and Rehabilitative Services (DARS) vendor.
Today, instructors continue to build new pathways to employment by empowering students to gain industry experience, and achieve professional credentialing to improve employability and increase productivity. Instructors also focus on life skills in areas such as work-flow management and independent living, plus opportunities to earn nationally recognized industry credentials for specific jobs.
“It’s always a transition for students moving from high school to the workplace, or even advancing from the Academy to the Career Center for training,” said Cynthia Izac, who instructs students in Business Technology and Materials Handling. Learning to set goals, track work progress, and use executive functioning skills is important to becoming a productive citizen,” said Izac, who formerly taught academics at Northstar. “The goal is to be employed, but my hope is that they have an opportunity to have a fulfilling life in a job, volunteering, and in their chosen social activities,” Izac added.
By 2015, Northstar’s light was shining bright. “Word has gotten out about how wonderful Northstar is,” said Rosko, who takes every opportunity in the community to sing its praises.
The community embraced a whimsical and youthful identity with a mascot “Navi the Navi-Gator.” The alligator remains the school’s beloved mascot and a character that connects its past and present. “Navi epitomizes the spirit of our Northstar community,” said a fellow staff member. “We are serious in our commitment to help students be the best they can be, and we approach this work with a creative and spirited mindset.”
Northstar’s operating expenses reached $2.6 million during the 2015-2016 school year. Along with its annual fund campaigns, galas, and mix of fundraising tactics, it turned to a state tax credit program to help increase enrollment and scholarships for qualifying students. Virginia’s Neighborhood Assistance Program Credits (NAP) gave individuals and businesses who donated to nonprofits like Northstar tax credits that reduced income tax liability. The incentive helped Northstar raise the additional funds needed.
By the time Northstar celebrated its 20-year anniversary in 2016, it also had acquired accreditation from the Virginia Association of Independent Specialized Education Facilities (VAISEF), and was named a “School of Excellence” by the National Association of Special Education Teachers (NASET). The school has earned the designation each year for the past decade.
Northstar Academy: The Third Decade
Big, Bold Aspirations
Crystal Trent became Head of School when West retired in 2017 and brought her own set of high standards and expectations for students, families and the community.
In 2019, Northstar sought a feasibility study for a capital campaign that would eventually enable Northstar to acquire a permanent location with room to grow. But first, they had to weather a global pandemic in 2020 and 2021.
But Northstar did one of the things it does best 一 it innovated, remained focused on the student-first approach and provided students with continuity in an uncertain world. Staff adopted quickly and instituted remote 一 and later 一 asynchronous learning. When the initial threat had passed and school started to normalize somewhat, Northstar kicked off a major capital campaign and purchased a 21,000-square-foot school on Nuckols Road vacated by Strayer University.
While renovating and raising $13.5 million for a second building, students, faculty and staff moved into the spacious $4.5 million facility. A transformational move, Northstar was able to consolidate the Academy and Career Center under one roof. In 2024, Northstar broke ground on a gymnasium and community center next to the classroom building. Within months, students and staff signed several steel beams before they were lifted into place.
Beyond the physical manifestations of a safe, strong, and successful environment, students feel their community’s support in everyday activities. When a peer asked fellow middle school student what success looks like at Northsar, he responded: “The teachers help me and everyone is accepted,” then added, “we have people in walkers, crutches, and wheelchairs.”
School counselor Kristin Hughes sees the success at every turn. She credits Northstar’s supportive community. “I love the fact that Northstar really works with students in meeting their needs academically, emotionally, and socially.”
In April 2025, the school held a ribbon-cutting for the 16,000-square-foot gym, a symbol of both stability and possibility. Trent addressed the almost 300 people who gathered in the new gymnasium.
“It is not lost on me just how far we’ve come since our founding in 1996. Northstar has always been guided by one central mission 一 to promote educational excellence and career opportunities for students with disabilities who have academic, physical, or social challenges. This gymnasium is not just a new building. It’s a powerful symbol of what we believe our students deserve 一 spaces that inspire, include, and empower.” Trent told students, families, donors, and community members.
A few months later, when Trent left Northstar after an eight year tenure, the school named its playground “The Crystal Trent Playground” in her honor. Several celebratory events recognized her for her strong leadership through the global pandemic, a transformational move from Shrader Road to Nuckols Road, and a major capital campaign.
When asked what attributed to her success she credited colleagues and a supportive community. “I work with an incredible group of individuals who support each other and help take care of each other so that our students are served in the best way possible,” said Trent.
New Leader. New Possibilities.
As it celebrates its 30th Anniversary this year, Northstar already has started a new era that is full of possibilities.
In July 2025, Bethany Raffanello became Northstar’s latest and fourth Head of School. With a plethora of credentials including an MBA from Quinnipiac University, a master’s degree in education from Simmons College, and was a Board Certified Behavior Analyst.
Raffanello also amassed 20 years of experience with The New England Center for Children (NECC) where she worked her way from a classroom teacher to Director of Student Administration. Her portfolio made Raffanello a “clear choice to lead Northstar into its next chapter,” according to a joint statement by directors. They cited her “professional expertise, warm and engaging personality, and alignment with Northstar’s mission,” with making an impression.
The school made an impression on her too.
“I’ve been inspired by the passion and commitment I’ve seen across the Northstar community, and I am eager to listen, learn, and work alongside you as we build on the school’s strong foundation and move forward together,” Raffanello said not long after joining the team.
Raffanello has a clean slate in designing a future for Northstar 一 well-educated faculty members, professional staff, and a school with such a stellar reputation that families are moving to Virginia to place their children there.
The school also has an expanded, inviting campus, said Ramsey, who has been pivotal in helping Raffanello assimilate over the past four months. “It opens the door to a lot more community connections,” Ramsey said. “It will be exciting to live in this space and see what it does.”
Richard Bennett, Board Chair from 2023-2025, also sees endless opportunities to engage the community, build new relationships, and renew old ones including the school’s alumni.
“What a unique resource it truly is for the Richmond area,” Bennett told 250 plus attendees who attended the 2025 Illumination Gala last March. “Northstar opens its doors to families who are looking for a different educational home for their student 一 a place where they are accepted and celebrated for all they can do!”
One former student put it this way: “Northstar is just the best place in the world.”
Flying High
When’s the last time you rode in an airplane? How about the last time you sat in the pilot’s seat?
Recently, Ms. Kiki’s Geography class took a field trip to the Richmond International Airport, where they got to get up close and personal with aircraft and the processes that make it possible for us to fly.
The first stop of the field trip was RVA Flyers, a flight training center where new pilots learn the skills to earn their private or commercial license. Tony, a flight instructor who led the tour of a small hanger, assisted students in climbing into a small four-seater plane, where they learned about the many controls and buttons.
“We use these planes to teach new pilots,” explained Tony. “You need to be at 17 years old and log at least 40 hours in the air to earn your private license.”
“In the plane you could move the joystick and press the pedals and the tail would go back and forth,” said eighth grade student Laureli.
After touring RVA Flyers, students got a private tour of the air traffic control tower.
From the 6-story tower, they got a birds-eye view of the entire airport complex. Workers pointed out a side of the airport not typically shared with passengers, such as the fleet of deicing vehicles and ongoing capital improvements to RIC’s airfield.
“I really liked seeing the monitors,” said Hunter, eighth grade, about the experience. “We saw a cargo plane and a big jet landing, too.”
Between answering student questions, they shared their day-to-day tasks. As one controller shared, “The busiest times are when the weather is clear in Richmond but bad in surrounding cities, because all those planes get redirected to us!”
While watching planes take off and land, students learned the basics of how to read radar equipment and dabbled in speaking with the ICAO phonetic alphabet (Alfa, Bravo, Charlie, Delta, etc).
Northstar students love going off campus and exploring learning opportunities beyond the classroom!
Students Lead the Way in Recycling
At Northstar, learning doesn’t just happen in the classroom — it happens in the hallways, the lunchroom, and even by the recycling bins. Thanks to a student-led recycling initiative, our middle school students are taking the lead in reducing waste across campus while gaining valuable vocational and life skills.
Led by middle school science teacher Isabel Futterman, the program has become part of both the curriculum and the culture at Northstar. Each week, students collect recyclable items — plastic bottles, paper, and cardboard — from classrooms and common spaces. They sort, organize, and prepare the materials for transport to local recycling centers, turning what could have been waste into a lesson in responsibility and environmental stewardship.
Recently, the program received a boost through a Green Grant application. This helped purchase new recycling bins, including a triple-sort station for the new gym and community room. These additions make recycling even more accessible for students and staff. The multiple locations remind us that sustainability is everyone’s responsibility.
“Hooray!” Ms. Futterman commented about the update, “Students now have sorting bins across campus for cans, bottles, and paper products. It’s a small step that makes a big difference — and it’s led by them.”
The impact is already visible. From the office to the library to the lunch room, new blue and grey bins are in place, giving students a hands-on role in keeping our school green.
The program also gives students the opportunity to hone their social skills. When visiting offices and classrooms to collect bins, they practice proper entry etiquette. This includes knocking politely, waiting for the okay to enter, and asking if they can step in to take care of this week’s recycling.
For our students, this initiative goes beyond recycling. It’s about building executive function skills like organization, planning, and teamwork. It’s about practicing leadership and community service. And it’s about recognizing that even small actions (like choosing the right bin) can add up to meaningful change.
At Northstar, we are proud of the way our students are learning to care for the world around them, and we look forward to seeing this program grow. After all, sustainability is not just a lesson for today — it’s a skill for life.
Math: A Lesson in Timing
Timing is everything - whether you are running a race, buying the last shirt in your specific size, or meeting your life partner. It’s also true when it comes to learning math.
The pace at which educators teach students with disabilities can be a critical factor in how well they process information and make connections to “get the right answer,” says David Rosko, who teaches high school Calculus and Algebra at Northstar Academy & Career Center.
Rosko watched this play out over and over while teaching in Chicago and Virginia public schools, where math is taught at a brisk pace.
“When I first came here to Northstar, my pace of teaching math was a shock for the students, so I had to scale it back a little,” Rosko explains. “We’re still doing all the content required by Virginia’s SOLs, but the pace is slower."
Math Curriculum + Family Input + Problem Solving = Success
Northstar’s curriculum meets Virginia’s Standards of Learning (SOLs). That’s a starting point, according to Rosko. Setting expectations and scaling them to support individual levels and goals involves good communication with students and families. It's something he believes Northstar does well.
“There is a flexibility for different teaching styles and a community of support that is different here,” he notes. “This is also a place where a teacher with a softer touch is a great fit for students.“
Northstar students also have an important advantage with small class sizes. While public school system classes commonly reach upwards of 20 - 30 students in a class, the student:teacher ratio for special education classes is capped at 8:1.
“That’s when you see the students and their families struggle,” says Rosko, who knows the pattern well, not just as an educator, but as a father who raised two children on the autism spectrum.
“We know having a child with a disability is difficult. It’s stressful on the whole family,” he says. “At Northstar, we want you to feel supported and comfortable.”
Experience and Agility Guide Hands-On Teaching
Middle-school teacher Edna Heinig has taught math for 26 years 一 15 years at Northstar. Her experience and flexible teaching methods enable her to change course rapidly. She recalls years in which each student in her class was operating at a different instructional level.
“I have the flexibility to teach differently, to provide a 1:1 approach when it comes to teaching strategies and pace," says Heinig. For instance, she explains, what might take two weeks to teach in a standard public school class may take four weeks to teach at Northstar. “We can work at their pace. Whatever is in the best interest of the child is most important.”
Heinig’s overall teaching philosophy and goal is to use math as a way to teach students how to pay attention to the details, follow instructions, and learn social skills through collaborating. “Math can help students learn to get along with others and help them acquire skills to survive in the world outside of Northstar,” she says.
One of Heinig’s favorite teaching methods which she finds “very effective” for middle school learners is the use of manipulatives. These tools integrate the thought process and the creative use of physical objects to solve math problems. This includes hands-on work with connecting objects similar to Lego blocks, tape measures with negative numbers for counting and applying the right answers to math problems to create new designs.
“The students are learning,” she says while demonstrating the use of manipulatives. “I use it every day and the students love it.”
Student-Led Service Project Takes a Bite Out of Hunger
When tasked with coming up with ways to be involved in the community, the group of upper schoolers decided as a class that they wanted to make a positive change in the form of a food drive.
Advisory is part of Northstar’s proprietary program focused on refining social skills such as personal responsibility, effective communication, coping skills, and self-advocacy. Each month has a different theme. Ms. Lynch’s Advisory class is embracing the monthly theme of “community” with a special service project.
Students discussed a number of ideas such as a hygiene campaign, clothing/coat drive, or even a dog toy collection for a local shelter. Ultimately, the class landed on a food drive.
“This kind of drive is more accessible,” says 9th grader Emerson about the winning idea. While not everyone could have means to donate a coat, donating an extra can of food is relatively inexpensive in comparison. Plus, food drives are a common, recognizable charitable project and are simpler to organize and advertise. The initiative aims to provide relief to families facing food insecurity in Richmond.
“We talked about what it means to be food insecure,” says English teacher Ms. Lynch, who is leading the initiative. “We can empathize with less fortunate people in our community and help them in a tangible way.” The USDA defines food insecurity as an economic and social condition of limited or uncertain access to adequate food.
"It feels good to help people who need it in our community," says 10th grade student Barrington.
When the collection period is over, all donations will be given to Feed More, a local food bank. Feed More distributes prepackaged and cooked meals to people facing food insecurity across 34 Central Virginia districts. Nonperishables, such as canned foods, dry goods, condiments, and spices, are welcome donations. The organization asks for any snack-like donations to be nutritious.
“The food has to be healthy,” says 9th grade student Evelyn, “So no candy, please.”
Donations will be collected through October 7th.