The Winston School of Short Hills Curriculum Handbook Third ...

The Winston School of Short Hills Curriculum Handbook

Third Edition, Summer 2015

The Winston School profile

Mission Statement

The Winston School educates students who, though intellectually capable, have had difficulties

in school typically due to language-based learning disabilities.

The goal of The Winston School is to enable our students to meet, with confidence, the academic

and social challenges of life.

The Winston School fosters the potential and optimism in each child by cultivating intellectual,

social, and emotional growth in a positive and stimulating environment.

(Approved by the Board of Trustees, March 27, 2007)

Philosophy and Goals

The Winston mission is rooted in a philosophy that promotes an individual learning plan for each

child. Teachers assess what works for each student, how the student processes information and

what gets in the way of his or her educational growth. Although test scores and grade levels play

a role in this assessment process, the School primarily focuses on the way each child learns. The

School builds a program that provides each child with the strategies and skills needed to

overcome challenges in the classroom.

The Winston School helps students reach their full potential, giving them the appropriate

educational experience, while at the same time enabling them to become excited and optimistic

about school and the process of learning. The Winston program of instruction allows students to

move at their own pace, while instilling the confidence children need to excel in any school

environment. The School’s “student-centered” and “individualized” approaches to learning and

teaching are designed to help children discover the joy and satisfaction of learning.

History and Overview of the Winston School

In the fall of 1981, The Winston School opened its doors to 10 children at the St. Paul’s

Episcopal Church in Chatham; one year later the school moved to a wing of the Central

Presbyterian Church in Summit, across the street from the Public Library. In 1991, The Winston

School moved to its present facility at the Christ Church “Education Building” in Short Hills.

, Curriculum Handbook, third edition, 2015

The pioneering founders of Winston were committed to ensuring that children with language-

based learning challenges have the opportunity to realize their potential intellectually and

emotionally in a warm and nurturing school setting. The founders envisioned Winston as a safe

and nurturing learning environment that would enable elementary and middle school aged

children the opportunity to develop essential learning and self-advocacy skills as well as

attributes of self-respect, confidence and optimism for the future. This vision for Winston

continues to be very much a part of the culture and abiding ethos of the school today—a school

that has transformed the lives of scores of children and parents through its over three decades of

existence.

Indeed, The NJAIS (New Jersey Association of Independent Schools) Accreditation Team

commended Winston by highlighting the extraordinary commitment and dedication toward

achieving the school’s mission and related goals on the part of all stakeholder groups—trustees,

administrators, faculty and staff, and parents, and the many community supporters of Winston

who have remained committed over the years to the ideals and passions of the founders.

Winston students are extraordinary young people with a vast range of abilities, skills and

interests. Today, The Winston School enrolls nearly 80 students in grades 2 through 8 who

travel to school from over 30 different communities. The school has 35 staff members with a

broad range and breadth of experiences, insights and training—serving to maintain and grow the

school’s student-centered and individualized approaches to learning and teaching. Winston

School forges a partnership with every family and every student enrolled—a partnership that will

culminate with a successful graduation from the school—and the “moving on” to success,

confidence and happiness in the future beyond Winston. Students graduating from the school in

eighth grade find they are well prepared for new opportunities at the secondary level and beyond.

Dr. Peter S. Lewis, Ph.D., became the Head of School at Winston on July 1, 2009. An educator

for over 40 years, Dr. Lewis holds a Ph.D. in Administration and Policy Analysis from the

School of Education at Stanford University. He previously served as the Head of School at The

Kew-Forest School in Forest Hills, New York, and Gateway School in Santa Cruz, California.

Accreditation and professional affiliations

The Winston School of Short Hills is accredited through: The New Jersey Association of

Independent Schools (NJAIS) and the Middle States Associations of Colleges and Schools.

Winston is a member of NAIS (The National Association of Independent Schools); ERB (The

Education record Bureau); and SSS (the Scholarship Schools Service of NAIS). Winston holds

memberships in the following professional organizations: International Dyslexia Association

(IDA); International Literacy Association (ILA); Learning Disabilities Association of America

(LDA America).


The Winston student profile

While a majority of Winston students have documented language-based learning differences,

there are students at Winston who have learning challenges in other areas—challenges that often

impede traditional learning strategies and techniques. The typical Winston student possesses the

intellect and potential to achieve in school, but struggles academically. That struggle often, but

not always, centers around the reading and writing arenas.

In many instances their IQ scores have peaks and valleys, with Working Memory (holding

information in order to perform a task) and Processing Speed (ability to focus attention and

quickly scan and discriminate information) showing lower scores than Verbal (ability to listen,

reason and express answers verbally) and Perceptual (ability to examine a problem and use

visual-motor and visual special skills to find a solution) abilities.

Winston students:

Possess an IQ which would be considered in the average to above average range but fall

below such standards in specific sub categories measured by such tests which greatly

affect learning.

Are not on the autistic spectrum and do not have a behavioral diagnosis.

Typically experience difficulty demonstrating their academic potential in traditional

settings which do not allow for differences in learning styles and which are not equipped

to provide accommodations for such differences.

Need content delivered through teaching techniques that accentuate individual strengths

with specific strategies that support areas of challenge.

Are greatly helped when the pace of the class needs to be adjusted to the students’ needs

to provide ample opportunity to learn and to review material.

Receive both OT and Speech services as part of their overall program.

Parents choose Winston for their children because more traditional school programs have not

been a fit for their child, and often their child has not experienced consistent academic

success. In addition, the prior academic environment has not provided the types of academic

supports the student requires in order for him or her to demonstrate their true academic potential.

The following areas reflect the broad range of learning challenges related to Winston students:

Decoding, manifested by difficulties knowing and using the rules to sound out unfamiliar

words.

Processing speed, related to problems focusing and quickly discriminating information

to problem solve.

Verbal processing, manifested by difficulties with spoken and written information.


Auditory processing, shown by the inability to make sense of information taken in by

hearing. It is not a hearing loss.

Executive functioning, manifested by weaknesses in organizing thoughts and activities,

prioritizing tasks, managing time efficiently and making decisions.

The Winston School Program

“Learning. Real learning. The kind that’s magical. That isn’t built on a definition or a

program. The kind that is built on kids curiosity. The kind that’s relevant because kids

are invested in it. The kind where relationships are built and the stuff we know isn’t about

the stuff we know. It’s about growing, as a learner and as a person. Every single day.”

(venspired.com)

Winston is a place where there is a strong congruence between the philosophy and the mission

and the school’s curriculum and instruction. The school provides a structured sense of purpose

and fosters a community of student “participants” rather than student “spectators.” Winston

draws out the best in children: the programs support the intellectual and emotional sides of

students and provide varied opportunities for learning that nurture their emerging growth and

development. As students grow and master various areas of the program, they also learn to

reflect: they develop a keen insight into this art of reflection whereby they learn to make

“knowledge stick” and they generate in themselves an internal scaffolding for further learning

and mastery—as they move on to high school, to college and eventually to the work place.

Each child at Winston benefits from a robust and flexible curriculum that builds on individual

strengths while effectively addressing areas of difficulty in learning—particularly in language-

based areas. Small classes and small group instruction help children develop the skills needed to

meet the academic and social expectations of “life after Winston.” The Winston program also

provides the necessary academic preparation for enrollment after Winston at college-prep

independent, boarding and religious schools regionally and out of state, as well as college-prep

public school programs. The end goal is that a Winston graduate will move into a mainstream,

college-prep high school setting and will predictably move on to college.

The Winston program is rich and varied with a core curriculum that includes: Reading and

Literature; Language Arts and Writing; Mathematics; Social Studies; Science; and specialty

programs in Studio Art, Technology and Digital Arts; Music, Drama and Performance; Health

and Physical Education.


Winston also provides special services and instruction in the areas of Speech and Language;

Occupational Therapy and specific reading programs: Blue Book and Megawords (based on the

Orton-Gillingham methodology); Project Read and Linguistics (multi-sensory Orton Gillingham

methodological programs); Read Naturally and Word Warm-Ups (fluency and decoding

programs); Learning A-Z: Reading A to Z and Raz-Kids (fluency, comprehension and

vocabulary programs); Love of Language (LOL- a Winston-developed program for reading

comprehension and application of reading and language skills); and guided reading leveled

instruction; as well as the Judith Hochman writing program.

A speech and language pathologist works with students with auditory processing disorders and

articulation difficulties. Much of her focus deals with expressive and/or receptive language

weaknesses. She works in tandem with our OT specialist on executive functioning skills and

editing. They have spearheaded regularly the school-wide adoption software programs and

assistive technologies beneficial to our students. Our OT specialist works on grapho-motor

challenges that impact handwriting. She additionally helps students navigate their organizational

problems in a school setting. These two specialists are collaborative with each other as well as

with classroom teachers.

Fluency is a common challenge for Winston students; fluency refers to the ability to read

accurately and quickly with expression and phrasing that leads to comprehension. The “Read

Naturally” program provides students with great assistance in reading fluency. Winston’s

signature “Blue Book” and Megawords reading programs enable students with decoding

challenges to learn strategies for sounding out unfamiliar words and memorizing key words

alongside pictures relevant to the words to build auditory and visual associations for decoding.

“The Winston Way” that comprises Winston’s curricular and program methodology revolves

around four main components:

Orton-based: with an emphasis on language integration that occurs across all subject

areas.

Multi-sensory: characterized by an overarching and consistent instructional model

ensuring that students of all learning styles and preferences will have experiences that

support their educational progress.

Cross-curricular: whereby curriculum is integrated across subject disciplines providing

students with opportunities to establish meaningful and relevant connections to promote

life-long learning.

Blended learning environments: in which direct instruction, hands-on collaboration and

engagement, tiered levels of academic support, and digital technology are valued and

integrated into a student’s academic program.


The text book series programs and standard materials in Reading and Literature; Language Arts;

Math; Social Studies, Science and Health parallel those used in the public and private schools at

the relevant grade levels and with Reading and Language Arts and Math include specific

“intervention programs” that are intended to meet the unique learning needs of our students. .

Technology at Winston supports various aspects of the academic program. Winston’s approach

to education calls for each student to work with different learning tools—particularly as related

to “assistive technology”-- in order to meet individual goals and objectives. Thus, all students

have benefited from new technologies that have been rapidly and enthusiastically incorporated

into the overall Winston program in recent years.

Additionally, personal computers, used for everything from homework preparation to in-class

writing assignments and note-taking, enable students to develop measurably stronger writing,

vocabulary and spelling skills. Technology assists prominently and productively in providing an

innovative and expansive learning program relevant to all curricular and service areas. Assistive

technology plays an essential role in the child’s learning experience. Students in the lower

school, grades 2-5, are provided with a personalized iPad. Students in grades 6-8 bring their

personal Apple-MAC lap-top computers to school each day. New software products and

interactive whiteboards (i.e. ActivBoards) provide effective learning tools for students working

to improve writing, reading and vocabulary skills. Staff incorporates the latest assistive

technology innovations into the overall curriculum including the speech to text and text to speech

programs: “Co-Writer” and “Read and Write Gold.”

Winston students, as well as students from the greater community, are able to enroll in the after

school “Winston Center for Learning” which offers specialized programs in reading instruction,

homework assistance, and study skills; as well as special services and programs based on the

Winston School teaching and learning models. Classes are small to ensure that students receive

maximum individual attention. Students are taught in small groups and at certain times,

individually. In keeping with the School’s commitment to individual learning plans, a student’s

program is developed from information gathered through a variety of sources and is based on the

unique ways in which a student learns. Learning groups for the content areas of math, reading,

and language arts are taught at the child’s instructional level using multi-sensory techniques and

strategies which are continually reinforced throughout the entire curriculum. Other course work,

such as Social Studies and Science, and Health are taught on grade level in accord with New

Jersey “state-adopted” text materials, state curricula and standards. In addition, assignments are

often given at each student’s independent level in order to promote self-confidence. Assessment

methods are varied and include projects and oral presentations. The School sets high standards

for its students, and expects them to demonstrate a high level of respect, responsibility, and

cooperation. This is referred to as “Winston Etiquette.”


Lower School Program Overview, grades 2-5

The Lower School provides a supportive, structured environment in which students are

encouraged to expand their knowledge and use their individual strengths while developing their

reading, writing, Math, social and organizational skills. The Lower School has approximately 30

students in grades 2-5 and five full-time instructors. Each student receives an individualized

program of core academic subjects, specialist programs and auxiliary services that can include

specialized reading programs, Speech and Language and Occupational Therapy. Social Studies

and Science are taught in whole-class settings following New Jersey State standards.

The process-based writing curriculum is designed specifically for children with language-based

learning challenges. Art, music and drama, keyboarding and computer skills, health and physical

education are integral parts of the program. Students are tested upon admission to identify their

strengths, challenges and instructional levels and then placed in homerooms by grade level, but

are grouped according to their instructional levels. Science and Social Studies are exceptions to

this practice as the students are grouped by grade level for these core subjects. With an eye to

improving self-esteem and encouraging independent, creative problem-solvers, the pace of

instruction and curriculum is based on the needs of the students. Activities are diverse, multi-

sensory, and meaningful. Technology is woven into the curriculum and utilized daily in lessons

and activities. Concepts are connected across the curriculum and relate to life experience.

Middle School Program Overview, grades 6-8

The Middle School provides a safe, supportive and structured environment in which students are

encouraged to expand their academic knowledge and develop their organizational and study

skills in preparation for high school. In this setting, students grow in confidence and become

able to explore and understand their personal learning styles in depth while becoming

increasingly independent and self-motivated. Subject departmentalization begins in grade six,

and students learn necessary organizational and study skills. Direct teaching in language arts and

math skills continue as do the process-based approaches to writing. Science and Social Studies

are text and project-based and linked to New Jersey State adopted program materials and

standards. A variety of special activities and events—particularly the project-based, cross

curricular JANTERM (a mid-year term that utilizes project-based learning and assessment to

teach students critical research skills)--enhance the overall program, foster teamwork and

collaboration, and allow students to develop personal interests and try new activities. The

Middle School has over 50 students in grades six through eight divided into grade-level

homerooms (of 8 to 10 students) with subject-specific teachers in Reading, Language Arts and

Writing, Social Studies, Science and Mathematics. The curriculum parallels grade-level

academic standards and accommodates the varying learning styles of students so that they may

meet with confidence the academic challenges of high school and college.


The curriculum addresses the individual learning profile of each student with flexible groupings

and appropriate pacing. Curriculum is delivered using a multi-sensory approach recognizing the

strengths and weaknesses of each student. Input from and collaboration with the learning

consultant, speech therapist, and occupational therapist provide additional insights to each

student’s academic program. Continuous monitoring of academic progress and the weekly

progress reports that are sent to parents encourage students to take increasing responsibility for

the completion and quality of their academic work. Organizational skill-building through a

newly created Executive Functioning program are emphasized across the curriculum and

throughout each student’s day.

Student Assessment

It is the school’s assessment ethos that honoring diversity means assessing in all different ways

to support growth through observations alongside discussion and participation of students;

benchmark assessments based on program expectations; performance-based assessment;

standardized assessment. Assessment at Winston includes multiple tools and settings; parents

meet regularly with teachers and administrators to review progress and understand together

continuing challenges throughout the school year. These assessment tools include:

Three progress reports each year with both narrative comments and a check-list of skills,

as well as formal grades in the middle school;

Two parent and teachers conferences in October and March;

Teacher constructed testing for content covered in class--oral and written;

Guided reading level annual pre- and post- assessments;

Project based assessment as in JanTerm in grades 6-8;

“Woodcock Reading Mastery” assessment every spring for all students, as well as “Key

Math” assessment for fifth and seventh graders;

Standardized testing, Stanford Achievement test, edition ten, administered to middle

school every spring;

Additionally, there are specific assessments used by Speech and OT service providers;

Every 3 years, students also receive a full battery of psycho-educational testing through

the Essex County Child Study Team.

The Reading Program

The Winston School views reading as a language-based skill. Each student has a standard

classroom program in academic subject areas—supplemented as needed with additional

instruction and special services. Follow-up assessments are administered regularly in order to

pinpoint specific strengths and challenges.


A variety of instructional techniques are used, including approaches based on phonics,

associative key-words, or a combination of sight words and analytic phonics.

The goal is to provide the individual student with the skills necessary to read, with

comprehension, age-appropriate texts and literature. An integral part of the process is frequent

literature reading by the teachers. Additionally, students are required to read a variety of

materials on their own and respond to what they have read through the use of “reading logs” or

“reading journals.” The goal of the reading program is to develop literacy and reading fluidity.

The program seeks to teach children to decode, construct meaning from print and to think

critically about what is read. The materials used are plentiful and guide students to think

logically, organize, evaluate and apply information, and infer perceptively from the text.

Guided reading levels are based on the Fountas and Pinnell system are utilized to identify

students’ independent and instructional reading levels. Students are assessed using running

records to monitor student progress in their reading skill development. Guided reading levels

help to identify appropriate levels of text complexity (decoding and comprehension) which

support a student’s individual reading level of development.

Students learn to communicate their ideas in spoken and written language. There is a tight link

between the reading and writing processes. Throughout the grades, students read in small

reading groups and also read within the context of other curriculum areas. Hence, students

become familiar with different reading genres and contexts through direct exposure to reading in

all curricular areas.

Winston’s learning consultant tests students upon entry and they are then grouped according to

instructional level and subtest scores. Students are placed with a teacher into groups of 2 to 5

children. Student growth is carefully monitored and there are regular individual assessments

through homework assignments, writing responses on text, class discussions, and unit tests.

Overall, the Winston Reading Program provides students with a highly systematic, structured,

explicit, and intensive multisensory instructional model matching their developmental levels in

phonological awareness, word recognition, and comprehension. Winston’s approach to reading

instruction pursues individualized strategies for each student so that the child can feel a sense of

place, security, and vibrant optimism about learning how to read. The primary goal of reading at

Winston is to teach children how to read as “detectives” focusing on comprehension and taking

on the characteristics of a good reader via the observing of details and the making of formal

connections. Students come to understand the “surface code” and thus learn to go underneath to

the meanings of the words and the text. Over time, successful interventions that are stimulating

and apply skills to text and to deeper levels of meaning enhance a student’s recognition of

sounds, detecting hidden meanings behind the words, making inferences and connections, and

ultimately developing a robust memory bank of positive and personal reading experiences.


The framework of the Winston reading program reinforces phonemic skills taught in the

auxiliary programs of Blue Book and Megawords. The overarching program for all reading

instruction is “Project Read”. There is a specialized program for fluency—“Read Naturally”, as

well as the “Learning A to Z” program (Reading A to Z and Raz-Kids) for comprehension and

guided reading level instruction.

The Project Read and Linguistics Program

“Project Read” is based on a research-driven language arts curriculum in line with the National

Reading Panel’s five essential components of reading instruction: phonetic awareness; phonics;

fluency; vocabulary; comprehension. Spelling, writing, and oral language are embedded within

each lesson. The “Project Read” curriculum is a complete language-arts program designed to

respect alternative learning profiles. Research-based and student-tested, “Project Read”

programs have been proven to cultivate knowledge, promote academic independence, and foster

self-confidence. Employing an Orton-Gillingham approach, “Project Read” is supported and

recommended by the International Dyslexia Association as a program suitable for students with

Dyslexia and language-based difficulties.

The Project Read Phonics curriculum by “Language Circle Enterprises” focuses on decoding,

encoding, and reading comprehension strategies, using multisensory activities and direct

instruction to present a systematic approach to phonics. Activities are specifically tailored to

children requiring remediation and allow students to practice phonemic awareness,

sound/symbol recognition, syllabication, word formation, sentence composition, story reading,

and kinesthetic/tactile memory. The “Phonics Guide” is directly linked to lessons for spelling

and handwriting practice. This integrated approach promotes skill building with automaticity

and reading fluency. An important component of instruction is the cumulative nature of the

“scaffolded practice” embedded in the program. Each instructional routine consistently begins

with a review of previously taught skills, and continues with teacher modeling of a new skill or

strategy, guided practice, and includes frequent progress monitoring checks to affirm mastery.

Various supportive components are an enhanced part of the curriculum that aim to assist students

with sound/symbol recognition, alphabetizing, visual symbol recognition, word spelling, and

sentence building. These manipulative resources provide activities to support phonics skill,

spelling, writing, reading skill and fluency development. “Project Read” provides multi-sensory

input complementing Winston’s “Blue Book” program’s visual representations and incorporates

opportunities to support Blue Book instruction in the activities of the program. Additionally,

tactual and kinesthetic sensory opportunities are inherent in the program with hand symbols that

are used for “clipping” sounds and sound blending, kinesthetic motions for vowels, and arm

tapping for sounding out read words.


Resources are included for phonics reinforcement with sound card packs and read word card

packs (words that are irregular according to the rules of language). The grades 6-8 Linguistics

program follows Project Read and serves as an excellent curricular resources for students

transitioning from the Lower School to Middle School program. Skill building continues for

students through middle school. The Linguistics program continues to guide learning through a

series of decoding, spelling, and sound/symbol organization that helps students develop an

understanding of the seven syllables of language. The Linguistics program supports an

understanding of the “morphology” of language, extending sound/symbol knowledge, grapheme

origin, and enriched vocabulary.

At the lower school level (grades 2-5), students will understand and apply the knowledge of

sounds, letters, and words to become independent and fluent readers. The goal is that students

will read a variety of materials and texts with fluency and full comprehension. They are given

explicit and systematic instruction in phonemic awareness and phonics, fluency, comprehension,

and vocabulary development. Sight words are taught to develop additional fluency. The focus

of the reading program in grades two, three and four is on vocabulary development and

comprehension strategies. Students use specific details to make predictions, draw conclusions

and infer meaning from text. They begin to read fluently and with expression. Students feel

more comfortable answering questions completely and with clarity, in both expressive and

written language. By the end of fourth grade, a student will become an independent reader who

reads with confidence, and enjoys what they are reading.

Second, Third and Fourth Grade students are expected to read for a minimum of 15-30

minutes—at least four times a week—and summarize independently the passage or chapter via a

reading journal. In the end, the reading journal process improves summarizing skills, word

recognition, vocabulary, and written expression. By fifth grade, students continue with 30

minutes a reading a night alongside specific reading journal assignments; students begin to read

with greater fluency from the literature text materials which include short stories, plays, fables,

poetry, and current event articles. Students continue to read the required 30 minutes four times

per week, and write in their journals. They also write book reports on personal choice selections.

Over time, fifth graders can move forward to reading separate novels with the continuing focus

on building comprehension, interpretation, prediction and fluency with words. Throughout the

lower school program, reading groups are small and structured according to instructional level.

Students use a wide array of curricular resources in addition to Project Read materials including

the standard core reading text of the McGraw-Hill Wonders Reading program. Moreover,

students are actively involved in daily writing about their reading (through the journal and other

activities); publishing stories and extended literature projects. The overall program makes full

use of computer-generated reading and writing programs that reinforce and enhance the standard

literacy programs. And when necessary, the program is modified to meet an individual student’s

learning needs and styles.


The Middle School Reading curriculum (grades 6-8) develops reading skills through a

continuous, text-based and meaning-centered process. Students are placed in groups

corresponding to their reading levels—which may or may not correspond to the instructional

level. Students read a variety of text genres: fiction, non-fiction, poetry and drama and are

guided specifically to reflect on what they have read—and to respond to literature in class

discussions and through writing. The program stresses skill-building with comprehension

interpretation, predicting and overall reading fluency and seriousness of purpose when reading.

Students read basic text materials as a means of reinforcing through modeling basic skills in

mechanics, usage, and grammar. Students also receive guided practice in developing their study

skills for associated work in other subject areas which require writing and reading. Special

emphasis is placed on vocabulary building and strategies for critically analyzing text materials

across the curriculum. Students are taught to provide written responses to their reading through

persuasive, expository, narrative and descriptive writing in addition to formal note-taking,

outlining and summarizing of text.

Students read a wide variety of novels both in and outside of school with accompanying projects

and presentations. Students also make use of technology and regularly have access in classes to

lap-top and desk-top computers for writing and reading activities and assignments.

Blue Book and Megawords: an Orton-Gillingham approach to reading instruction

Blue Book is a two year systematic and explicit phonemic program. Using a multi-sensory

approach, this Orton-Gillingham based instructional model allows students to couple their

naturally strong sense of visual data with auditory information. Blue Book gives students having

difficulty decoding multisyllabic words the tools that are critical to reading success. The

students learn how letters are linked to sounds and how to break up the sounds to decode

unfamiliar words--eventually becoming automatic in phonic skills.

The Orton-Gillingham approach is a structured, systematic phonics method that proceeds from

the single sounds of speech presented to the student through visual, auditory, and proprioceptive

pathways, hence the term "multisensory", to more complex phonograms, words, sentences and

finally stories. Students learn to read, write and spell simultaneously. All Orton-Gillingham

approaches are: language-based, multisensory, structured, sequential, cumulative, cognitive and

diagnostic, and prescriptive. It is generally viewed that reading comprehension is a controlled

process (e.g. attention demanding) and decoding is an automatic process (not attention

demanding). However, in some individuals, decoding has not become an automatic process and

remains an attention demanding operation. Consequently, poor readers, who experience greater

difficulty in breaking the spelling-to-sound code, are exposed to much less text than their more

skilled peers and quickly lag behind in academic achievement.


Each new student is tested for his/her ability in phonetic analysis as part of a program of

phonetic reinforcement referred to as Blue Book. The Orton-Gillingham approach to the study

of phonics uses auditory, visual, and kinesthetic cues to reinforce the decoding process during

each stage of the program. The basis of the program is the sound-symbol-associative key-word

method outlined in the Blue Book. Short vowel sounds are introduced and only when these

essential sounds are mastered, are consonants and consonant blends introduced. Blue Book is a

two year systematic and explicit program. Using a multisensory approach, this Orton-

Gillingham based instruction allows students to couple their naturally strong sense of visual data

with auditory information. Blue Book gives the students having difficulty decoding

multisyllabic words the tools that are critical to reading success.

Students memorize a key word for each sound and learn to match the word to other words with

the same sound. The students learn how letters are linked to sounds and how to break up the

sounds to decode unfamiliar words eventually becoming automatic in phonics skills. A student’s

growth is assessed through vertical word tests and word games.

Megawords™ is a series of eight books designed to help students read and spell words that

contain two or more syllables. Students usually move on to Megawords™ after completing Blue

Book. The words are organized into lists according to their phonetic structure. The worksheets

following each list explain and help students practice the rules or patterns found in that particular

group of words. Some exercises focus on reading the words; others focus on spelling or

vocabulary.

Language Arts, Writing and Study Skills

Language development is a key component of the Winston program. Adequate listening skills

and oral language skills are also necessary for class participation. These skills are emphasized

daily. During the initial stages of written language development, children are encouraged to

express thoughts freely without emphasis on structure. As a student progresses, correct use of

capitalization, punctuation, grammar, basic sentence structure, and sequencing and expansion of

ideas become standard aspects of the overall language and writing program. Most notably,

reading and written language are integrated whenever possible and relevant. Winston uses a

phonetic approach to spelling. As with reading, the program makes use of workbooks and text

materials that are likely to be found in mainstream schools across the state. Each child’s spelling

work is personalized according to need and ability. Until basic skills are acquired, students may

use inventive spelling; over time, students are expected to use correct spelling and word usage in

all endeavors. The program seeks to have children make use of and understand consistent

phonetic-based spelling concepts and rules. Over time, students will learn to identify and spell

affixes and other word elaborations.


Many Winston students have grapho-motor challenges that interfere with handwriting.

Instruction, both manuscript and cursive, is individualized and expectations vary according to

ability. While cursive handwriting is introduced to each child, it is not always required, as

legibility is the primary goal. Computers are available in each classroom so that word processing

programs may be used to supplement handwriting activities.

While creativity is considered to be important, much of the focus in Winston’s written language

program is on writing complete sentences, spelling correctly, writing paragraphs with topic

sentences and supporting ideas, sequencing thoughts logically, developing narrative, stating

relevant details, and using correct punctuation. Book reports and research reports are part of the

overall program and students are individually guided through the processes of writing and

writing preparation techniques—particularly looking at the prewriting and editing stages prior to

handing in a finished product. At the various grade levels, the Winston writing program focuses

on the multiple aspects of strong written communication including: topic development,

organization, support, sentence structure, word choice and mechanics.

Within the context of all language-based activities, students receive continuing support in

“study” and “research” skills. Each student is given the opportunity to succeed; and in order to

acquire knowledge and to communicate appropriately and clearly, the Winston program develops

in each student strong study skills. The goal is to assist students to develop systematic strategies

for effective learning and communication. The school uses a variety of techniques and

materials—many computer-based—to help each individual student meet his/her own needs to

become effective learners now and in the future. The goal of the Language Arts and writing

programs is to develop competency in oral and written communication. At all grades, students

study language conventions: mechanics, spelling, punctuation and usage.

The program stresses the writing of clear sentences and paragraphs that develop a main idea and

have supporting details. The students move progressively through the stages of the writing

process including: prewriting, drafting, revising, editing and publishing. Students compose

fiction, nonfiction, poetry, and drama for a variety of purposes and audiences. Students and

teachers conference together during the various stages of the writing process and work together

and with peers in building proofreading skills, strong vocabulary usage and understanding, and

the application of standard mechanical skills. Core themes that appear throughout the Winston

writing program include: writing as a process (pre-writing, drafting, revising, editing, post-

writing); writing as a product; language and usage skills and the use of standard English

conventions; computer and information literacy (using Outlining, Word, Read and Write Gold;

and PowerPoint in the middle grades) and building on word processing skills; grammar; writing

forms, audiences and purposes; writing strategies (particularly the use of graphic organizers).;

and advanced inquiry and research skills in the middle grades.


The Judith Hochman Writing Program

Dr. Judith C. Hochman has developed evidence-based strategies that are used at Winston across

the grades and across the curriculum. Dr. Hochman has developed a program that ensures that

all students---no matter what their backgrounds are—learn to clearly and succinctly express their

ideas in writing. In line with the Hochman writing principles, Winston School employs

evidence-based writing strategies that are taught to all students throughout the grades and across

the curriculum. Dr. Hochman further explains her program: “Explicit written language

instruction will enhance thinking, organization skills, as well as reading comprehension.

Without explicit writing instruction, students cannot fulfill their academic potential. Research

tells us that teaching students how to write an essay supports reading comprehension, organizes

their thinking skills and helps them express themselves verbally. My experience suggests that

teaching students to write actually unlocks their intelligence.” The “Hochman method” enables

students to master the skills that are essential tools in the goal for becoming “competent writers.”

In turn, those skills equip students to become better readers, to communicate more effectively in

writing and speaking, and most importantly, “to elevate their thinking.” The Winston writing

program is based on a cross-curricular model in which specific writing strategies are employed in

all subjects, including Social Studies, Science and Math, and at every grade. The basic

components and the “foundational writing skills” of the program are:

Sentence strategies to build complexity and clarity

Outlines to develop well-structured summaries, paragraphs, expository and argumentative

essays, an research papers

Revisions to enhance unity and coherence

Judith Hochman concludes: “As students learn how to use these tools, their writing improves

together with their ability to think analytically. Students begin to use writing and classroom

discussions to review concepts they’ve learned, construct new knowledge, and generate new

networks of understanding.” Hochman’s “Teaching Basic Writing Skills” serves as a guide for

writing instruction at Winston. The techniques and strategies offered are research-based tools for

teaching writing effectively. There is a major emphasis on expository writing with a clearly

defined and developmental sequence of goals and standards for constructing sentences,

paragraphs and compositions.

Lower School Language Arts

In Second, Third and Fourth Grades, students write in complete sentences, using expanders and

describers, with correct capitalization and punctuation. Paragraphs will have a main idea, three

or more supporting details and a closing sentence. Stories will show an understanding of story

elements and will contain characters, setting, and plot.


Ideas will be written in logical sequence. Students will make use of phonics skills to encode

unfamiliar words and develop spelling skills for sight words and words with regular patterns.

Students are introduced to writing and reading cursive handwriting in third grade. They learn

lower and upper case letters in a sequential order, based on similar strokes.

In fourth grade, students begin to write more structured paragraphs with topic sentences, main

ideas and supporting details. Each student has access to an iPad and is able to use this tool for all

writing assignments in each content area. Classes are small and students receive regular support

and feedback from classroom teachers on their writing accomplishments. It is anticipated that by

the end of fourth grade, a student will be able to construct a three paragraph report with correct

punctuation and grammatical usage. Fifth grade builds upon the skills and fundamentals of the

previous grades. Fifth graders bring their personal lap-top computers to school each day. The

use of iPads is also being introduced. Fifth graders write multi-paragraph stories using story

mapping with assistive technology reinforced by ActivBoard lessons. Individual learning styles

are further recognized and methods are adapted towards the students’ aptitudes and existing

skills. Visual maps, computer programs, and daily writing activities further reinforce language

skills. Each student has a writing portfolio which contains writing samples that provide students,

parents and teachers a basis for fully understanding and determining the progress a student has

made throughout the school year.

By the end of fifth grade, students have the skills to write multi-paragraph essays and stories. At

the middle school level, grades 6-8, the program continues to build a foundation for achieving

success in reading, grammar, spelling, vocabulary, writing, research and public speaking. The

range of writing experiences includes creative, expository writing; basic essay writing, journal

writing, reading log responses, short responses to specific questions; and full-scale research

papers. There is a vast range of prewriting strategies—including the use of graphic organizers

and outlines to elaborate and organize ideas for writing.

The Middle School Language Arts Program

Students use the Judith Hochman Writing Program, “Teaching Basic Writing Skills.” The

program goes through different types of outlines, while also consistently working on sentence

structure. Students do fuller work with literary forms and types and begin to look specifically at

themes in literature alongside the comparison and contrasting of characters in literature, setting

and overarching ideas. Students are introduced to literary terms and learn to read and write with

an appreciation for supporting details. In the end, sixth graders become more aware and

appreciative of the power and the beauty of the written word. Writing becomes a full cross-

curricular endeavor and students use and understand their writing resources and strategies in all

content areas.


Students become adept in linking writing with technology by being able to create multi-page

documents with citations using word processing software and showing an ability format, edit and

print. They also become capable of reflecting on and editing critically their own writing along

with the natural skills of noting their own strengths and weaknesses, and setting personal goals

for improvement. They also incorporate some of their work into more visual pieces, by using

iMovie technology.

Mathematics

The goal of the Mathematics curriculum is to develop in each student skills in computation,

problem solving, and reasoning skills. Each student is encouraged and given the opportunity to

apply these mathematical skills in “real life” situations. Assistive computer technology as well

as charts and calculators and manipulative materials are incorporated and integrated fully into the

overall program. The curriculum is presented as a developmental continuum. Students receive

continued instruction in ideas and skills in numeration, basic operations, fractions, decimals,

percentages, problem solving, measurement, graphs, statistics, probability, geometry and pre-

algebra. Students in the seventh and eighth grades who show full Math competence may be able

to take a two-year course in Algebra I. Students are provided with opportunities to understand

the use of numbers in their lives—as they count, order, measure and label. Students learn their

basic math skills in sequence—building on past material as a beginning to mastering higher order

concepts.

Students are exposed to the vocabulary and the symbols used to identify mathematical concepts.

They are taught using a variety of strategies and techniques in hopes of finding the right

combination to help bring individual mastery of concepts and problem-solving techniques.

Students receive training in basic “pencil and paper” problem-solving and are further encouraged

to reason and determine answers through “mental math” and intuitive reasoning. Starting in

third grade, students begin to solve “word problems” that require multiple steps and full

conceptual understanding. They gain proficiency in basic facts, computation and problem

solving through formulas and cross-curricular activities. Manipulative materials, visual aids,

technology and real life applications are standard processes used to ensure and expand student

understanding of the math concepts. The ActivBoard reinforces and utilizes various ways to

illustrate math concepts and engage students actively in their learning process. Students develop

an appreciation for real life applications of what they study to ensure authentic and meaningful

appreciation of the place of math in our lives.


Lower School Mathematics

In the lower school, students pursue a program that focuses on the following core topics and

concepts: number sense and estimation, money, time, addition and subtraction (and number

facts), multiplication and division (identifying fact families), problem solving; vocabulary,

symbols and properties; study skills, technology and the use of on-line tools (i.e. Brain Pop,

models, ActivBoard). By the end of fourth grade, students should know their basic facts for

addition and subtraction, as well as their multiplication facts. They continue to develop their

division facts. By the end of fifth grade, students should know their basic multiplication and

division facts and have a strong grasp of number sense. Students are prepared with the necessary

skills and knowledge to progress into the middle school math program with confidence.

Middle School Mathematics

The goal of the middle school Mathematics curriculum is to develop in each student skills in

computation, problem solving, and reasoning skills. Each student is encouraged and given the

opportunity to apply these mathematical skills in “real life” situations. Assistive computer

technology as well as charts and calculators and manipulative materials are incorporated and

integrated fully into the overall program. The curriculum is presented as a developmental

continuum. The students progress according to the state-adopted curriculum guidelines and

expectations and they receive continued instruction in ideas and skills in numeration, basic

operations, fractions, decimals, percentages, problem solving, measurement, graphs, statistics,

probability, geometry and pre-algebra. Students in the seventh and eighth grades who show full

Math competence may be able to take a two-year course in Algebra I. Students are provided

with opportunities to understand the use of numbers in their lives—as they count, order, measure

and label. Students learn their basic math skills in sequence—building on past material as a

beginning to mastering higher order concepts. Students are exposed to the vocabulary and the

symbols used to identify mathematical concepts.

They are taught using a variety of strategies and techniques in hopes of finding the right

combination to help bring individual mastery of concepts and problem-solving techniques.

Students receive training in basic “pencil and paper” problem-solving and are further encouraged

to reason and determine answers through “mental math” and intuitive reasoning. Starting in

third grade, students begin to solve “word problems” that require multiple steps and full

conceptual understanding. They gain proficiency in basic facts, computation and problem

solving through formulas and cross-curricular activities. Manipulative materials, visual aids,

technology and real life applications are standard processes used to ensure and expand student

understanding of the math concepts.


The ActivBoard reinforces and utilizes various ways to illustrate math concepts and engage

students actively in their learning process. Students develop an appreciation for real life

applications of what they study to ensure authentic and meaningful appreciation of the place of

math in our lives.

Sixth Grade: The goal at this grade level is to develop greater proficiency with skills covered in

the lower school as well as to extend these skills to more complex computation involving

decimals and fractions. Greater exposure to variables sets the groundwork for using formulas

and evaluating algebraic expressions in 7th

grade. Students gain an appreciation for the vibrancy

and importance of math as connections are made between math topics and their role in the world

at large. Students are exposed to a variety of techniques including but not limited to paper and

pencil practice, modeling, hand-on labs, manipulative materials and interactive lessons utilizing

the Internet and the ActivBoard. Lessons are fluid and adjusted according to the learning styles

of the students in the class. The program places a strong emphasis on students’ understanding of

their own learning styles and developing the study skills strategies and organizational skills best

suited to them.

Seventh Grade: The focus of the 7th

grade math curriculum shifts away from direct computation

toward higher order concepts like positive and negative numbers, ratios, proportions and the

basic properties of plane geometry. Procedural knowledge is applied in different mathematical

and real world contexts to encourage students to see the purpose and value of math. As students

gain a fuller insight into their own learning styles, they begin to take a more active role in their

own learning as they identify and implement strategies that work best for them. To enhance

student learning, a multi-modality approach is taken in the classroom. Lessons might include

paper and pencil activities, hands-on labs, manipulative materials, access to the Internet and use

of the ActivBoard.

Eighth Grade (Pre-Algebra; Algebra I): The program extends previous material to work with

variables and algebraic concepts; integers and rational numbers; advanced problem-solving.

Algebraic concepts are formally introduced and students continue to have opportunities for skill

review based on their particular needs and skill levels.

Social Studies

The overarching themes for the Social Studies program at each grade level include: Social

Studies and historical inquiry skills; government; economics; history; study skills; geography

and map skills. The Social Studies program at Winston parallels the New Jersey Core

Curriculum Standards.


Second and Third Grades: The focus is on communities and the roles individuals perform at

home, work, and in their communities. Students compare similarities and contrast differences in

their communities at the local, state, and federal levels. They identify people who have “made a

difference.” Other topics include:

The three levels of government; the Constitution, Bill of Rights, and the rights and

responsibilities of being a citizen of the United States.

Native American groups in North America

Early American leaders and their contribution towards the establishment of our country

Our roles as citizens and our connections to communities in other cultures.

Fourth Grade: The focus is on the state of New Jersey and the program provides students with

the knowledge, skills and attitudes they need to be active, informed, responsible citizens and

contributing members of their communities. Topics include:

The backgrounds of students’ own communities

A focus on people who have “made a difference” in their communities at the local and

state levels

A person’s rights and responsibilities as citizens of New Jersey

A separate unit on the Lenape Indians

Fifth Grade maintains a similar model of inquiry and discovery as with those in third and fourth

grades. The primary focus is on the diversity of people who have made significant contributions

in our history. The text also emphasizes a global timeline depicting historical events and

civilizations in the Western and Eastern hemispheres. Students also study in fuller depth the

geography, natural resources and unique features of the five regions of the United States. Map

skills and the use of timelines are continuing strategies that students use in looking at past

civilizations, European exploration and the sequence of events leading up to the granting of

American independence.

Sixth Grade: The sixth grade curriculum focuses on a wide range of world cultures from

prehistory to the middle ages. Students begin the term by examining the importance of

archaeology and how it allows us to learn about early cultures. Once students have established a

clear understanding of the term, they investigate some of the earliest civilizations that developed

in the world. Throughout the process, students will use a variety of geographic tools and

technology to gain a mastery of geography skills. Students will then begin to learn how

geography and environmental factors played an enormous role in shaping these various

communities.


As these cultures continued to grow, the form of governance began to emerge. Students will

explore the various governments, and will gain an understanding of how they developed and

operated. The importance of trade and the role it played for these various cultures is studied as

well.

Seventh Grade: The seventh grade curriculum focuses on modern history. Students begin by

studying the Renaissance and the many trade routes and conquests that emerged shortly after.

This is followed by an examination of the effects of European exploration from a world-wide

perspective. Students will then discover the motives for exploration and colonization of the

Americas. The economic and cultural exchange between the Western and Eastern Hemispheres

are thoroughly analyzed. Eventually, many diverse populations, different governments,

religions, and ideas would come into contact with one another. As a result, many conflicts

would continue to emerge for many years. The program comes to a conclusion with the

examination of world conflicts and challenges faced in more recent history. The economic

issues of the early 20th century are studied very carefully.

Eighth Grade: The eighth grade curriculum focuses primarily on United States history. Students

will learn about the history of the country's founding. The program begins by examining the

first Americans and where they settled. This is followed by an in-depth study of Native

American migrations and settlements. Students will analyze early American events from a

variety of perspectives. The formation of government in the United States and how it operates,

and the fundamental principles of the constitution are thoroughly examined. The rights of

American citizens and individuals living in the United States will also be studied. Students will

pay close attention to how race, gender, and status affected opportunities for the people residing

in the United States. In addition, there will be an in-depth study of how expansion,

industrialization, and immigration increased tensions among people living in the United States.

The program ends with a comprehensive study of the Civil War and Reconstruction.

At all middle school grades, students become conversant in specific skills of social studies that

include:

Participation in projects and extensive writing assignments that serve to reinforce

concepts, connect ideas, and bring relevance to the material

The use of timelines to identify the order and sequencing of historical events

The formulation of questions based on readings and discussions

The development of strategies to effectively locate information and to become an

historical researcher

The ability to use and understand primary and secondary sources; summarize information

in written, graphic and oral formats; compare and contrast varying interpretations of

current and historical events

The ongoing work with reading and navigating maps and graphs.


Science

The science curriculum allows students the opportunity to develop their powers of independent

thinking through investigation, manipulation and observing. The program is discovery-based

and hands-on; students develop the skills necessary to observe, predict outcomes, and draw

conclusions. The program revolves around the three divisions of Life, Earth and Physical

Science. The core areas that weave around the program include: process skills, scientific tools

and measurement activities. The science curriculum parallels the New Jersey Core Curriculum

standards at each grade level.

The lower school grades, 2-5, focus on the following themes: inquiry and problem solving; Life

Science, Earth Science, Physical Science. The middle school grades, 6-8, focus on the following

themes: inquiry and problem solving; description and measurement; structure and properties of

matter; organization of living systems; nature of technology (grades seven and eight); earth

properties and materials, atmosphere and water, weather; earth, moon, sun systems (grade

seven); chemical reactions; motion and force (grade eight).

Students participate in an experiential, hands-on, activity-centered science program. They

explore scientific principles through specific experiments and projects. The third and fourth

grade curriculum encompasses an understanding of life science (plants, animals, ecology), earth

science (minerals, rocks and fossils; the water cycle), and the physical sciences (forces and

motion, simple and compound machines, the physical properties of matter, study of solids,

liquids and gasses). All lower school the students research and write science reports associated

with the essential question according to grade level. By fourth and fifth grades, students develop

a fuller curiosity for the world around them. Earth Science and Life Science are focal points.

Active participation in science investigations allows students to explore cognitive and

manipulative skills in the formulation of scientific explanations. They explore the scientific

process through experiments and the prediction of outcomes; as well as collecting evidence and

interpreting results; and solving new problems that may lead to other problems and new

questions. The science curriculum allows students the opportunity to develop their powers of

independent thinking through investigation, manipulation, scientific query and observation. The

program is discovery-based and hands-on; students develop the scientific process skills

necessary to observe, question, predict outcomes, and draw conclusions. The program revolves

around the three divisions of Life, Earth and Physical Science. The core areas that are

interwoven with the program include: process skills, scientific tools and measurement activities.

The science curriculum parallels the New Jersey Core Curriculum standards at each grade level.


The middle school grades, 6-8, focus on the following themes: inquiry and problem solving;

scientific method and investigation; description and measurement; structure and properties of

matter; organization of living systems (grade six); exploration of technology (grades seven and

eight); earth properties and materials, atmosphere and water, weather; earth, moon, sun systems

(grade seven); chemical reactions; motion and force (grade eight). Students participate in an

experiential, hands-on, activity-centered science program. They explore scientific principles

through specific experiments and projects. Science topics are regularly reinforced through

laboratory experiments. The hand-on laboratory learning carries over to other subject areas as

students are required to record predictions, observations and conclusions into well-organized and

regularly assigned lab reports. Individual learning styles are accommodated through extra help

sessions, different pacing of lessons, oral reading tests and quizzes if needed and individual

mentoring. Science vocabulary and text concepts are reinforced through use of technology—

such as the ActivBoard—as well as graphic organizers, such as diagrams, charts and note cards.

The sixth grade focus is Physical Science and Life Science (scientific process; description and

measurement; structure and properties of matter; investigation of the organization of living

systems); seventh grade focuses on Earth Science (rocks and minerals; atmosphere and water;

weather and climate; the Earth, sun, moon and solar system); and eighth grade focuses on

Chemistry (review of inquiry and problem-solving; in-depth study of the structures and

properties of matter; structure of atoms and sub-atomic particles; the periodic table; chemical

reactions,; overview of motion and force). Overall, the science program is committed to

teaching science in a sequential, content-based manner in accord with the standards set by the

New Jersey state-approved curriculum; however, there is a continual focus on a student’s

individual strengths and learning styles and necessary accommodations are woven into the

hands-on, multi-sensory lessons, assignments and evaluation tools. The Science program

provides for unique and positive hands-on experiences highlighted at each middle school grade

by an individual specimen dissection project.

Support Programs

Speech and Language Program

The role of the speech-language therapy program at the Winston School is to provide remedial

support for those students who require and/or would benefit from speech and language services.

Speech therapy activities target areas requiring improvement in articulation, pragmatics (social

skills), auditory memory, auditory processing, receptive language, expressive language (both

spoken and written), vocabulary, speech fluency, phonological processing and awareness, and

higher order thinking and problem-solving. The mission of the speech-language therapy

program is to assist students with deficits in these areas to reach their potential for learning and

performing in the classroom and school environment.


The speech therapist conducts a thorough chart review of all the new incoming students to

determine if a speech-language evaluation and/or treatment is warranted. During the summer

prior to these students attending, a comprehensive evaluation is performed on these new students

who are identified as possibly requiring speech and language services. If the findings indicate

that there are any areas of speech and language skills requiring remediation, those students are

added to the present speech therapy caseload. If a speech and language evaluation has been

completed within one year from admission to the Winston School, then the findings and goals

from the previous evaluator are implemented.

If a student performs well during speech and language testing but requires remediation as the

school year unfolds, he or she may also be referred for speech-language therapy services by

teachers. Testing is conducted throughout the school year as needed and goals are adjusted as

the student progresses in their treatment program. Each student is re-evaluated as needed to

ensure that goals and treatment activities are appropriate as the student moves on in their grade

levels. The speech therapist establishes treatment goals for each student individually. Direct

speech therapy services are provided on an individual and/or within a small group setting,

depending on the needs and goals of the students involved. Indirect consultative services are

also provided for students who do not require direct treatment but would benefit from

instructional adaptations in the classroom. The speech therapy program is a combination of

remediation techniques/approaches provided in therapy as well as accommodations that are

utilized in the classroom. The speech therapist collaborates with the teachers to provide students

with accommodations for their difficulties with language and processing. Treatment activities

include (but are not limited to) the following: articulation practice, oral motor/stimulation

techniques, word/sound manipulation for improved phonological awareness, verbal sequencing,

story-telling/retelling, direction following (spoken and written), direction giving, describing

attributes, vocabulary development, language formulation and elaboration, word/concept

associations, listening comprehension exercises, auditory recall, and social language practice.

In helping students in their ability to express themselves via writing, technology is also

incorporated to make the writing process easier. Assistive software programs allow for text-to-

speech as well as speech-to-text options for those students who struggle with this process. Some

programs provide read-back features to assist in the editing and proofreading process. Still

others provide predicted words as the student is typing to assist with spelling during the creative

writing process.

Occupational Therapy

The Winston School provides remedial support for students who require and/or benefit from

occupational therapy services. Occupational Therapy is concerned with a person’s ability to

participate in desired daily life activities or “occupations”.


In schools, occupational therapy focuses on helping students prepare for and perform important

learning and school related activities. At the Winston School occupational therapy focuses on

improving underlying skills and issues related to hand function/fine motor skill, postural control

and gross motor ability, sensory awareness/processing, visual motor and visual perceptual skills,

visual memory and visual organizational skills, executive functioning/organization/sequencing

ability, motor planning and adaptive motor responses, and graphomotor ability. These areas can

be addressed through a variety of intervention strategies, which may include direct occupational

therapy with the student, consultation with teachers and other educational professionals,

modification of the school environment, provision of adaptive equipment, and staff training and

collaboration. Activities and goals are set for each student individually. Direct occupational

therapy sessions are either provided on an individual basis or done within a group of 2-3

students, depending on the needs and goals of each student involved.

New students entering The Winston School participate in a comprehensive evaluation during the

summer should there be any question regarding skills related to occupational therapy. If the

findings indicate that there are any areas within the domain of occupational therapy requiring

remediation, those students are added to the present occupational therapy caseload. If an

occupational therapy evaluation had been completed with one year from admission to The

Winston School, then the findings and goals from the previous evaluator are implemented.

The mission of the occupational therapy program is to assist the students as needed to ensure that

their potential for learning and performing in the classroom and the school environment is

reached with ease. Should a student perform well during occupational therapy testing but require

remediation as the school year unfolds, he or she may also be referred for occupational therapy

services by the teachers or other educational professionals within the Winston School

environment. Testing is conducted throughout the school year as needed and goals are adjusted

as the student progresses. Each student is re-evaluated as needed to ensure that goals and

treatment activities are appropriate as the student moves on.

Several activities are used to remediate skills and areas of occupational therapy focus. These

activities are used to target areas of need. Below is a list of some examples of activities utilized:

Postural muscle and upper extremity strengthening exercises and tasks; Fine motor strengthening

exercises and games; Fine motor manipulation and dexterity exercises and games; Activities to

develop and promote tactile perception and discrimination; Motor planning and sequencing

tasks; Bilateral coordination activities; Multi-sensory handwriting programs; Games to reinforce

and facilitate learning and production of handwriting ; Visual motor coordination activities and

games; Visual perceptual games; Visual thinking, sequencing and memory games and cards;

Activities to develop spatial awareness and organization of time and space; Diagrams for

sequential story writing and development; Use of checklists to self-monitor work and

organization of materials.


The occupational therapist collaborates with teachers in developing and sustaining various

programs including handwriting and keyboarding programs. In addition, the occupational

therapist collaborates with teachers to provide students with accommodations and adaptations for

their individual areas of challenge. Specific accommodations and adaptations include:

Preferential seating placement for optimal learning

Sensory motor activities and strategies to use at specific times throughout each

students school day to facilitate optimal attention and concentration levels

Use of grips to facilitate functional grasp patterns to hold writing utensils

Use of seat cushions to facilitate optimal posture and provide movement if needed

for obtainment of optimal arousal level

Use of slant boards to assist with ocular motor difficulties and assist with near and

far point copying assignments

Use of various fidgets to manipulate to facilitate optimal attention, concentration

and arousal levels

Use of specialized paper to facilitate highest quality of grapho-motor production

Use of hand writing checklists for proof reading

Use of material management checklists for homework organization

Desk and chair height modification for obtainment of optimal seating posture

Technology is also used to remediate, as well as accommodate, some areas of occupational

therapy. Various iPad applications are used to further develop grapho-motor development, fine

motor manipulation and control, visual motor coordination, visual perception skills, visual

memory and visual sequential processing. Other assistive technology software is considered or

utilized to assist with the writing process when grapho-motor difficulties interfere with the

creative process.

Additionally, “The Listening Program,” a special sound auditory training method from

“Advanced Brain Technologies,” is offered at Winston and supervised by the occupational

therapist on site. The Listening Program uses classical music, nature sounds, and innovative

sound processing techniques to enhance auditory tonal processing. This is a skill that re-

educates the ear to filter out distractions and promote active listening. Because TLP improves or

enhances one’s ability to process sound, listeners have experienced improvements in many areas,

including: Attention span and focus; Speech and motor control; Auditory perception and

sensitivity; Self-esteem; Social interaction; Understanding spoken language; Reading, spelling,

handwriting; Balance and coordination. The occupational therapist and speech therapist on site

identify candidates who would benefit from this program and they monitor their progress

throughout the program.


Selected candidates can sign up for a two to ten week sessions that run 5 times per week in 30

minute increments. The sessions are held before school as an adjunct program.

Executive Functioning programs

Executive functioning skills are addressed and remediated by meshing occupational therapy and

speech therapy expertise into one highly specialized intervention program. Executive

Functioning refers to a set of higher level of brain based skills that allow people to perform or

execute goal oriented tasks. Executive skills involving thinking (i.e., working memory,

planning/prioritizing, organization, time management, and metacognition) as well as those

involving behavior (response inhibition, emotional control, sustained attention, task initiation,

goal-directed persistence, and flexibility) are enhanced using dynamic therapeutic activities to

help students become more independent and less reliant on reminders to get things done.

Individualized strategies are taught and applied to real-life situations to encourage carry-over

into everyday life in a variety of environments including school and home.

Specific areas being targeted throughout the curriculum include:

Materials Management and Organization

Time Management and Organization

Planning and Prioritizing

Attention and Concentration

Memory (Auditory, Visual, and Sequential)

Executive Functioning skills are taught in various sized groups depending on the needs of the

students enrolled in the program. Hands-on functional activities are completed to illustrate the

need for and importance of each skill. A variety of potential strategies are presented to and

discussed with the students. Applicable strategies are then customized and implemented for

those students who require additional support and/or external reminders.

The use of these strategies and solutions are systematically decreased as the students internalize

and demonstrate improvement in the areas of need. The ultimate goal is for the students to

independently exhibit strong executive functioning skills without supports.

Counseling programs

The Winston School psychologist provides counseling services that are consistent with the

objectives of the school’s mission statement. By working with the students directly, and their

teachers and parents as well, the social life skills and emotional development of all students are

considered key factors which can influence academic success and social-emotional growth.

Winston provides a variety of programs and has established certain core traditional events and

activities that enable students to meet social challenges with confidence and realistic optimism.


The school psychologist and the school counselor provide counseling services to all the students

to help them meet the social challenges of their young lives. All students are seen weekly in

their homerooms for social skills groups. Through discussions, role-playing, drawing, playing

games and reading books, the children discuss a variety of age-appropriate topics. These weekly

meetings help them become more understanding and confident about themselves, their

classmates, friends and their families. They are encouraged to express their thoughts in a

respectful manner and to become active listeners.

Each new student at Winston is seen individually for an initial interview during the first weeks of

the school year to discuss personal goals, interests and concerns. These individualized sessions

set the stage for future individual meetings if and when these are deemed necessary and helpful

by the student, the teachers or the parents. End of year interviews are held with all students to

review their year and think forward to the following school year. Small-group counseling

meetings with students are often held to respond to specific concerns, incidents or issues between

students. If it is determined that a child might benefit from counseling outside of school—

perhaps due to the more personal nature of the issue or the additional time necessary to resolve

the issue that moves far beyond the time limitations of the school day—the psychologist will

speak directly with the parents and offer a referral list. With the consent of the parents, the

Winston psychologist and the outside of school therapist will communicate regularly regarding

the student’s progress in order to reinforce the essential connection between the school and home

and to provide insights to support and encourage the child’s efforts.

Offering support to Winston families to help them understand learning issues and accompanying

emotional challenges is a vital component of The Winston School. From their first encounter

with Winston at Open Houses, parents begin to hear the language and values that correspond to

our belief in and dedication to the unique talents and potentials of each child. Through education

and exposure to the Winston programs and staff, parents can truly become partners in supporting

and articulating our school’s mission. The psychologist holds regular meetings with groups of

parents and individual families to enhance communication between school and home and

between parents and their children.

Specialty Programs

Arts Programs Overview

Winston provides a multi-dimensional and dynamic visual and performing arts program.

Students at all grades are taught to explore various media in art including painting, drawing,

collage, ceramics, photography, digital arts, and mixed-media. Process, collaboration and art

vocabulary are emphasized throughout. In the area of performing arts, music and drama are

taught to all students once or twice a week.


Classes consist of creative drama games and vocal music accompanied by piano. General Music

is also taught through the introduction and development over the grades of music fundamentals

and history. The visual arts program for Middle School introduces students to important visual

artists and movements in history as they produce arts projects that correlate with an artist’s genre

and style. Middle School students are offered public speaking and instrumental music

opportunities. All students participate in two fully staged, major performances during the school

year—one in the Lower School and one in the Middle School. The Art program at Winston

fosters self-esteem, expressive language, visual literacy and talent development.

Grades 2, 3 and 4

Emphasis: Creativity, Comfort, and Individuality

The first years of art at Winston are set up to inspire confidence and identify students’

strengths. Projects rely on intuition and imagination and allow for each student to feel like a

successful artist. Interactive storytelling is used as a tool for idea generation and students

learn that all viewpoints are essential to our class discussions. Students acquire vocabulary

that helps them participate in the constructive assessment of their work. By rebuffing the

notion that art is either “good or bad,” students learn to enjoy the creative process and take

pride in their work.

Grade 5

Emphasis: Projects are more challenging and collaboration skills are developed.

Students are eager to reinforce their individual strengths in art. Class discussions are

reflective and students offer assessments of their work and their peers’. Students tell stories

through their imagery and an emphasis is placed on details and composition. Reinforcements

are embedded into each lesson as students collaborate on big ideas.

Grade 6

While studying some of the great artists in history, students gain a broader understanding of

the ground-breakers who came before them. They are introduced to Digital Arts during their

enrichment mornings. This is an opportunity to explore creative technology with Adobe

Photoshop, Flash Animation and photography. Students revisit the fundamentals of art

including color-wheels, figure drawing and composition.

Grade 7

Emphasis: Art History integration, higher conceptual thinking and idea expansion.

Students develop projects that require research, writing, and process. They learn to control

and manipulate their materials, rather than feeling dependent on the material to determine the

outcome. For example, a student may choose to combine paint, photography, and colored

pencils to produce one desired effect.


With a deeper understanding of Digital Arts, the 7th

graders are in charge of designing the

Winston Yearbook. This project teaches students how to follow a production schedule and

execute their ideas over an extended period.

Grade 8

Emphasis: Communication and interpretation, visual literacy, independent work/thesis.

Students work on projects that nurture creative expression and technique. In the late Fall, the

class departs from a traditional curriculum and is assigned an official “8th

grade project” –

which is tailored to match the personality and strengths of that individual class. Students

work the rest of the year on this thesis-styled project. They are supported and encouraged to

reflect on our previous lessons and to develop an artist statement. This project culminates

with a formal presentation at the end of the year for the entire Winston community.

Throughout the year, students see their artwork on display in our community at school and in

various off-site locations. Student art work is also displayed on the Winston web-site and in the

“Winston Weekly” newsletter that is e-mailed home to all families and is on the web-site.

Music/Drama and Performing Arts

The Music/Drama program consists of bi-weekly classes with each homeroom. The general

music/drama class involves a wide array of activities and offerings.

Drama games – improvisation and creative drama

Vocal technique – warm-ups and exercises that help students do anything from learning

to match pitch better to developing a wider vocal range

Music fundamentals – students learn to read music from song sheets

Repertoire development – singing songs from various genre and difficulty, such as:

American folk songs; musical theatre songs (Gershwin to Schwartz); various degrees of

harmony; solo singing

Learning and memorizing scenes and monologues

Performance preparation for all of the above

The Public Speaking class gives students in the Middle School the opportunity to learn to speak

in public. The sixth graders start with short scenes involving two parties. Some may move on to

short monologues. The seventh graders begin with monologues and may move on to poetry.

The eighth grade students may select a classic poem or a section from a great historic speech.

Students have ample time to learn, memorize, and prepare for presentation in one of our weekly,

all-school morning meetings. This not only prepares the student who would eventually become a

public speaker in some way, but it also helps the reticent child become more comfortable simply

asking a question in class. Many students participate in selected annual Forensics Tournaments.


The Instrumental Music program is a traditional one, in that students select (with the help of the

Instrumental Teacher and the Performing Arts Director) an instrument that suits them. They

have lessons once a week during the school day in small group sessions. One or two

performances are planned during the year.

The two major Performances each year are:

A Holiday Concert, where students perform in a traditional choral setting. All students

perform in each homeroom, as well as various other ensembles, solos, and an all-school

selection. For the past few years, the holiday concert has been held at the Morris

Museum.

Musical Theatre presentations involving all students; these are presented in the winter

and the spring. There are two separate shows, for Lower School and for Middle School.

These performances are coordinated with the LS and MS “teas.”

After school and summer programs are also offered.

Physical Education and Health

The PE program promotes a positive environment where the little victories are the basis for

future successes. The program focuses on the elevation of individual skills in the activities

covered throughout the year. Students will learn respect for peers by demonstrating appropriate

sportsmanship as well as a true understanding of game play with the implementation of proper

strategies of the game. The program emphasizes lifetime activities coupled with good health and

fitness. Units include: tennis, badminton, baseball, basketball, kickball, volleyball, bowling,

soccer, golf, football and archery. Students also learn health-related fitness activities that support

cardio endurance, muscular strength, flexibility, and body composition.

In addition, the school offers a variety of afterschool programs throughout the school year. The

school has full access to an indoor gymnasium and a large, outdoor playing field. All students

receive health education: the “lower school” on a weekly basis and the Middle School on a cycle

with daily classes during one full trimester. All topics and lessons covered parallel the New

Jersey State curriculum standards. Grade eight students receive instruction and certification in

First Aid and CPR. The PE program features the annual “Hoops for Heart” fund-raising event

for the American Heart Association; and the annual spring, all-school Field Day.


Additional Programs

School “bulletin board themes”

The school psychologist and faculty select a specific school-wide theme each year. This theme

is displayed graphically on the main bulletin board in the front entry way of the school building

and serves as an overarching school principle for the school year. Past themes have included:

“Loyalty Shines at Winston”

“The Winston Journey: Adventures in Optimism”

“Practice Responsibility: Habits last a lifetime”

“Making a world of difference with kindness and care”

“Reaching Out with appreciation and respect”

“Building a Caring Community Together.”

“Winston Etiquette; we get it”

An ongoing yearly theme for the school is: “Kindness Counts at Winston.”

Ongoing activities include:

A weekly “Buddy Lunch” organized by the school psychologist in which older children

are paired with younger children for a special lunch

Weekly “groups” at all grade levels in which classes meet together with the school

psychologist to discuss school-wide issues and personal challenges

EXPO, grades 2-5

Throughout the school year, the lower school students work on projects that reinforce the

curriculum. Students participate in projects and short writing assignments to reinforce concepts,

connect ideas, and make the material relevant to them. The essential question is integrated into

the curriculum as the students explore related topics. In May, the projects and writing activities

are displayed at the “Lower School Expo.” Parents, family members, and friends are invited to

attend and observe the collective body of work for the school year. The Lower School Expo is a

“project-based learning extravaganza” that is the culmination of a full term’s work on selected

and broad-based group and individual and group projects that link together various elements of

the curriculum. While science is a core area of research and presentation, the projects blend

together many aspects of reading, language, writing and social studies that serve as the basis for

an overarching theme. Themes and activities have included: “Farm Animals,” “Wild Animals,”

“Ocean Creatures,” “the Rain Forest,” the “Oceans,” as well as the “essential question”—“How

do we make the world a better place?” and raising money for hurricane relief efforts in NJ as

well as the World Hunger Project and Heifer International.


JANTERM, grades 6-8

During the month of January and the week in December prior to winter break, students in the

middle school experience a project-based curriculum in all academic program areas with links to

the specialist programs in art, music, drama and physical education. JANTERM culminates with

an extraordinary celebration of student projects called “Expo.” Students pursue an individual or

small group project for the duration of the term within each content area. Many of the projects

are interdisciplinary and allow students to work collaboratively with peers as well as make

formal connections of the Winston program to the world at large. The daily schedule is adjusted

so that class periods are longer in length and allow students the opportunity for full involvement

in one specific topic or area of inquiry. Class and homework assignments connect closely to the

projects rather than to the normal sequential text materials.

The following is an overview of the JANTERM program as prepared by middle school teachers,

Mrs. Susan Thompson (Reading and Writing) and Dr. Cynthia Davis (Science):

Janterm: A Cross-Curricular Approach to Research & Writing

What?

Janterm is a six-week, cross-curricular academic term for grades 6, 7, and 8.

Janterm incorporates reading, writing and research skills with specific content areas.

During Janterm, students focus exclusively and independently on a content-based

research project.

Students develop and practice skills needed to undertake a research project in any content

area.

Why?

Specific research projects can be determined by grade and student interest.

Project-based learning allows for a more intense focus on writing across the curriculum.

Winston School 2014 Janterm projects:

6th

grade: Reading-Language Arts project – Poets and Poetry

7th

Grade: Social Studies project – The Industrial Revolution

8th

Grade: Science project – Independent Scientific Inquiry

The benefits of Janterm include: project-based curriculum, interdisciplinary, collaborative

for faculty, break from the regular schedule, individualized for students to explore

specific interests.

Janterm encourages independent work, critical thinking, problem solving, and enjoyable

learning.


How?

Janterm is a six-week academic term during which all content-area classes, with the

exception of math, are suspended.

During this term, students are taught the skills needed to write a formal research paper.

Research and writing skills are taught collaboratively by all middle school teachers.

The first 2 weeks of Janterm are devoted to important research skills: designing a

research question, finding relevant information, paraphrasing, plagiarism, note-taking,

organizing, outlining, and citations.

Students are provided with a comprehensive Winston School Style Guide that includes

examples and specific information pertaining to these skills.

During the final 4 weeks of the term, students implement these skills in the creation of a

content-based research paper.

At each level, in all content areas, the basic processes of outlining, drafting, editing, and

proofreading are incorporated.

Research papers are augmented by visual and oral components as students create tri-fold

boards and present their work at the Janterm Fair.

All projects are assessed using rubrics specific to the content area.

Community service and outreach activities have included:

8th

grade volunteer work at the Interfaith Food Pantry of the Oranges

School-wide food donations to the Interfaith Food Pantry

Thanksgiving baskets and gifts for the Interfaith Hospitality Network, helping homeless

families in the Montclair area

A blanket and toy collection drive for children in depressed areas

Millburn-Short Hills Red Cross donations

The 8th

grade photography show to raise money for “Art with Heart,” a non-profit

organization that develops arts programs for children in needy school communities.

International relief efforts through the Red Cross

Support of the Plainfield Animal Shelter programs

Special contact with children and schools devastated by Super-Storm Sandy

Unicef fund-raisers

Hoops for Heart program (which is the School’s annual participation in fundraising for

the American Heart Association).

School equipment and soccer balls for schools in Uganda and Lesotho


Field trip experiences and assemblies have included: a visit from the Franklin Institute of

Philadelphia and the Atlantic City Aquarium on wheels; performance by the Garden State

Percussion Trio; the Discovery Orchestra; field trips to the Newark Federal Courthouse; Franklin

Mineral Mine, Ellis Island and the Statue of Liberty, the NY Aquarium at Coney Island, The NY

Natural History Museum, the Bronx Zoo; and excursions to Sandy Hook State Park and Long

Beach Island.

Two special middle school trips have been funded through the Chad Spikerman Memorial

Fund—a fund set up by Chad’s parents and supported by numerous alumni and friends, in

commemoration of his days at Winston and his love and appreciation for the ocean and for

environmental stewardship. The seventh graders travel to New York City for a sailing trip on the

Hudson River; and the eighth graders journey to Long Beach Island for a special fishing trip on

the ocean as well as a behind-the-scenes look at the NJ fishing industry.

Other yearly school activities include:

The “Winston Teas”—annual March and May theatre events divided by lower school and

middle school in which students perform fully-staged musicals with their parents and

special guests sitting in the audience enjoying special refreshments;

spring Field Day in which students compete in sports activities;

Thanksgiving Feast in which the entire school gets together the day before Thanksgiving

for a meal with all the trimmings—and entertains one another with musical and dramatic

performances

The “Holiday Concert” held in December at the Morris Museum, and featuring the

melodic singing voices of all students in concert.

The all-school barbeque in which students, staff and parents and families are invited to

attend. This event is normally held during the first week of school in the early evening.

Parent-teacher conferences which are held in October and in March; student progress

reports are sent out three times each year: Fall, Winter; final in June

The Winston speaker series which in past years has featured the appearance of “Rudy

Ruettiger” of Notre Dame fame; and the actors Henry Winkler and Danny Glover. Mr.

Ruettiger, Mr. Glover and Mr. Winkler are dyslexic and boldly shared their struggles and

triumphs with students, parents, staff and friends of the school. Recent appearances from

educators have included: Sally and Bennett Shaywitz; Dr. Wendy Mogel, Dr. Jerome

Schultz and Dr. Edward Hallowell; Dr. Adam Price; as well as showings of various

education-related films such as “Race To Nowhere,” and “Dislecktia, the Movie.”

The Winston School of Short Hills Curriculum Handbook Third ...

Documents

Transcript of The Winston School of Short Hills Curriculum Handbook Third ...