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Inclusions and Interventions
(Special Ed and TAG Students)
Inclusion
The Village Community believes that inclusion is a core component
of the learning theory. This inclusive community strives to meet the
needs of individual learners and provide opportunities for growth. All
children, ages 5 to 14 are invited to explore, risk, and learn in a
safe, accepting climate. The staff and families at WVMS are committed
to building a positive sense of community and this helps enhance self-respect,
and connect each child with a group of caring adults. Every adult expects
all students to achieve, and excuses are never based on demographics.
Hard work, responsible behavior, and persistence are valued above perceptions
of native ability. Student achievement as measured by performance tasks
scored with state scoring guides and state tests, is expected to outperform
district averages. The Village expects and does what ever it takes to
move each child forward.
All students regardless of their special program designation are included.
There are initiatives in place to make the school fit the child; rather
the child fit the school.
Special Programs staff collaborates with regular education staff to
provide differentiated learning strategies and direct support for all
students. Collaborative support includes the design of instructional
activities, modifications, social/behavioral and academic interventions,
learning extensions and classroom structures to positively impact the
development of individual students. Staff provide different types of
materials to different students, use a variety of instructional strategies
that match a child's current developmental stage, help students overcome
language barriers, provide opportunities to access outside support services,
and use carefully tailored instruction. Staff extends the curriculum
and encourages higher level thinking projects and activities that meet
the needs of individuals. "Figuring out what a student needs in
order to succeed is not all that difficult. Providing the appropriate
type of education and amount of learning time is the hard part. That's
where differentiation can make a huge difference." (Grant, 2002)
Direct instructional support enables resources to be used to benefit
all students resulting in reduced student/teacher ratio and more flexible
grouping in learning experiences.
The staff is committed to collaboration; the special case managers are
members of the teaching teams and everyone works together to meet the
needs of individuals. The facilitator that manages the gifted and talented
population incorporates enrichment and expansion strategies into the
curriculum. This benefits all students, not just those that are identified
as gifted.
The Village believes in an inclusive community that will "lead
to a lifetime of meaningful work, lifelong learners, contributing citizens,
caring and ethical individuals and healthy people." (Carnegie Council
on Adolescent Development, Turning Points: Preparing American Youth
for the 21st Century)
Intervention
A fundamental assumption of the Village Learning Theory is that all students
can achieve at high levels if the staff, parents and students work together
to develop strategies that provide students with extra time and support.
At Westside Village, when a student struggles, facilitators do not assume
the student is incapable of learning, they look for ways to provide
time and support that lift students to success. Teachers make a commitment
and work closely with parents to find support and commitment. Staff
works collaboratively to ensure that every child receives that necessary
time and support. Check out our Extra Curricular Activities for before
or after school programs for more information on specific after hour
interventions.
Please e-mail Colleen
Dempsey if you have questions about students with special needs
including Special Education and Talented and Gifted students.
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