MISSION STATEMENT

Overall we exist to provide an outstanding education to those who have not thrived in a traditional learning environment. Glenforest meets the academic and social needs of students with learning differences; empowering them to realize self-worth and achieve their full potential. This mission, which was modified in 2005 and approved by the School Board, supports our beliefs.

In 1983, Glenforest was founded as Distinctive Education Center (DEC) with the mission of providing educational opportunities for students in Grades 1 through 12. It was also understood that each child had experienced difficulties in other educational settings due to their respective learning differences.

BELIEFS

• We believe in the inherent worth of each student.
• We believe that all students can learn.
• We believe that each student is entitled to receive instruction in a manner which enables him/her to learn and progress academically.
• We believe that students, in addition to academic instruction, must be taught understanding and tolerance for each other.
• We believe that all students are entitled to a non-disruptive environment in which to learn.
• We believe that parental involvement and commitment are essential for each student to be successful.

ACCOMODATIONS

• Small class size
• Staff to student ratio of 1:3 (includes all our staff members on campus, because everyone is mission-centered)
• Small size / less noise and movement in the hallways (this is a big one a school of 4,000 cannot do this no matter how many accommodations are put into place)
• Therapy dogs / animals for kids to connect with and decompress with
• Passes for students to leave class when they need down time. Students are allowed when overwhelmed or maxed out to go to the “blue chair” or pet a therapy dog. (Commonly known as red card technique)
• Relationships, relationships, relationships. “No significant learning can occur without a significant relationship” – James Comer. (Best practices concerning Education from On Common Ground)
• Visual Schedules
• Use of binders with a visual schedule / calendar provided and tracked by teachers with signatures required
• Helping kids organize their binders using our Glenforest “Renaissance” model / direct instruction of organizational techniques
• “Catch – Up” club on a daily basis for struggling learners
• A 30 minute class period which provides specific instruction on note taking, journal recording, and individual specificity regarding skills necessary in education
• Thursday meetings with the student body as a whole, creating a group dynamic weekly for social interactions, decision making, planning, and ownership of the school setting
• Friday fun clubs which uses a school wide token program or system of rewards and builds social skills as well as relationship
• Sports – the only qualifier to be on the team at GF, unlike public school, is the desire to participate and the willingness to work
• Zero tolerance for bullying
• Direct instruction of social skills (social skills class)
• No block scheduling – kids on the spectrum can typically not focus for a 90 minute block
• Built in break mid morning even for upper grades with 20 minutes to allow kids to have a snack and some down time (both critical when on medications or on the spectrum)
• Gym open before school for gross motor movement / release as needed with supervision
• Gym open for lunch / recess with supervision to allow for social interactions and gross motor movement
• Reduced homework load
• Fewer items presented on a page for testing
• Community service projects, hands on learning / various modalities of instruction based on individual learning styles
• Diploma’s for kids who are LD – the school district does not offer this
• Bi-monthly parent conferences with social skills check sheet
• Parents are working with a certified SC special education teacher concerning IEP’s, 504’s, etc