Educational
Philosophy and Program Description
The
Springstone School, a Nonpublic School (NPS), serves
students in grades six through eight, with executive function disorders that
affect their ability to organize and prioritize information and to make meaningful
social connections. We believe our students will develop strategies for use
in academic and social settings if they are part of a community that understands,
accepts, and challenges them.
Executive
function disorders are defined by processing deficits that negatively impact
consistent academic production and favorable social outcomes. The Springstone
Program integrates pragmatic language, occupational therapy, organizational
skills and life skills in the academic classroom as well as in activities
that take place out in the community. This program aims to strengthen skills
by emphasizing process to improve production.
Springstone
students learn organizational and planning skills within the context of a
rigorous middle school curriculum that exceeds the framework of the California
content standards. Small, self-contained, structured classrooms (a maximum
of eight students per class) allow for individualized instruction, collaboration,
discussion and conversation within multiple modalities. We use a wide variety
of written materials including textbooks, journal articles, and web resources.
Students have access to electronic media such as videos, books on tape, music,
interactive websites, and computer software.
Springstone
emphasizes the use of technology as an educational tool. Classrooms are equipped
with laptop computers, computer projectors, wireless internet, access to a
shared network, and overhead projectors. Our students use laptop computers
for concept-mapping and written activities. A shared network allows students
to store and retrieve documents in folders that are organized by grade and
class.
Occupational
therapy is integrated throughout the program and sensory motor strategies
are implemented into the school day in several ways. Tools are available for
use during the transition between classes and during class as needed. Our
occupational therapist works with teachers and students to develop strategies
to maintain focus and attention, decrease anxiety, and enhance social interaction.
Springstone
integrates academic and social-emotional learning into every aspect of the
school day. Students practice and acquire
pragmatic language and social skills during academic and elective classes,
during a dedicated social skills class and during experiential activities.
Our
school year is divided into quarters and each quarter focuses on a theme.
We have identified four themes that are representative of our students' greatest
challenge areas: transitions, perspectives, culture and community, and the
relationship between independence and dependence. These themes are also reinforced
during classroom instruction. Because Springstone has small classes, there
is greater flexibility to address social situations in the moment and in context.
Every
Wednesday, students participate in experiential activities where they practice
and use life skills. A dedicated social skills class allows students to fine
tune skills that have been addressed throughout the week. It also provides
a time where weekly issues can be discussed and deconstructed. Our intention
is to increase exposure to various life experiences and challenge students
in these areas to build confidence so that students feel ready to meet future
challenges.
We
have the following goals for all our students: