2026 Admissions Brochure

THE WESTVIEW SCHOOL A PLACE WHERE YOU FIT Guided by our mission, vision, and beliefs, The Westview School creates a learning environment where students with autism are supported, understood, and empowered to grow.

OUR MISSION The Westview School provides a unique, specialized, and nurturing learning environment offering outstanding educational and social opportunities for children on the autism spectrum.

OUR VISION The vision of The Westview School is to provide a learning environment that is sensitive to the social, emotional, and academic needs of children with autism to ensure that they have opportunities to reach their full potential. ​

OUR BELIEF The Westview School believes that when children with autism are educated in a nurturing and supportive environment, they learn, grow, and develop a strong sense of self and an appreciation for others.

MESSAGE FROM THE HEAD OF SCHOOL Dear Prospective Families, As the leading school in the greater Houston area dedicated to the education of academically capable children with autism, I would like to extend a warm welcome to you.

At The Westview School, our goal is to build upon the strong foundation established by the visionary leaders who created a unique program known for meeting the academic, social, and emotional needs of children on the autism spectrum. We are committed to continuing this important work and to strengthening our program in partnership with our students, faculty, staff, and families.

When I first visited Westview, I was immediately struck by the deep passion and commitment shared by the community. Time and again, I heard stories of connection. These stories reflected the school’s deep commitment to meaningful, enduring relationships.

That sense of belonging is at the heart of who we are.

When you enroll your child at Westview, you become part of more than a school. You become part of a supportive and caring community. As you review our admissions materials and learn more about our program, I hope you will come away with a clear understanding of the guiding principles that make The Westview School unique.

Our intentionally small learning environment allows teachers to provide attentive support, guide, nurture, and coach each student in the development of academic and social skills. We celebrate every child for the interests, talents, and strengths they bring to our community, recognizing that education is a journey shaped by each student’s unique needs and abilities.

Our teachers create daily opportunities for students to practice interactions with peers and adults, supporting social development and language growth in meaningful, authentic ways. Students are encouraged to develop responsibility, empathy, and kindness as they build reciprocal relationships and learn what it means to be a friend.

Beyond the classroom, experiences such as field trips, art, music, and physical education allow students to explore a wide range of interests and discover their potential. Active participation in these experiences helps make The Westview School a vibrant and engaging place to learn and grow.

I encourage you to visit our campus and experience Westview firsthand. While it is difficult to fully capture what makes this school so special on paper, we hope you will take the opportunity to meet our teachers, see our classrooms in action, and experience the program Jane Stewart created years ago.

I look forward to welcoming you to The Westview School.

Bevan Koch, Ed.D. Head of School

“We believe academically capable children with autism deserve an education that challenges, supports, and truly understands them.”

WHY WESTVIEW?

Designed specifically for students with autism An environment where students feel understood and truly belong Social skills, communication, and independence are explicitly taught Challenging academics paired with meaningful, whole-child experiences

A School Designed for Autism Westview is intentionally designed for students on the autism spectrum. Rather than expecting children to adapt to a traditional school model, our program is built around how our students learn, communicate, and connect. This intentional design helps students feel understood, supported, and ready to grow.

Belonging Comes First Many students with autism deeply want to belong. At Westview, students learn in an environment where they truly fit. When children feel accepted and understood, anxiety is reduced and confidence grows, allowing meaningful learning and relationships to develop.

Social Skills Are Intentionally Taught Social communication and interaction are not assumed.

Teachers intentionally create opportunities for students to practice social skills, build friendships, and develop communication in real time. Skills are taught, supported, and generalized across settings throughout the school day.

A Whole-Child Educational Experience Westview offers a challenging academic program alongside rich opportunities in art, music, physical education, science, drama, outdoor play, and field trips. These experiences allow students to explore interests, build skills, and engage fully in school life while developing confidence and independence.

STUDENT PROFILE WHO ARE OUR STUDENTS? Students range in age from 2 through 18 years, spanning Early Childhood through High School.

Students are academically capable and demonstrate clear strengths across academic areas.

Many students benefit from intentional support in social communication and peer interaction.

Instruction is appropriately challenging and aligned with state standards, with support tailored to individual needs.

Small class sizes, typically five to eight students, with dedicated teachers and instructional assistants ensure individualized attention and flexible support.

OUR PROGRAM The Westview School’s program is built around two core components: Academics Social Communication/Social Skills

Academics Westview offers a well-rounded academic curriculum that includes a full range of subject areas. Instruction may be modified when appropriate to meet individual student needs.

While we believe students should be challenged through high expectations, we also recognize that goals must be reasonable and achievable based on each student’s strengths and abilities.

Social Communication and Social Skills Social communication and social development are central to the Westview program. Instruction focuses on language and communication, social connection, and the development of independence so students are equipped with the skills they need to successfully navigate the social world.

In Early Childhood and Pre-K, formal social skills instruction is play-based. In Kindergarten through Middle School, teachers incorporate structured social skills instruction into designated times within the school day using the Fly Five Social Emotional Learning curriculum. Beyond these scheduled lessons, teachers intentionally support students in applying and generalizing social skills by facilitating interactions and coaching communication throughout the day.

LOWER SCHOOL AT THE WESTVIEW SCHOOL

Where children are known, supported, and prepared to grow

THOUGHTFULLY DESIGNED FOR INDIVIDUAL LEARNERS At The Westview School, our Lower School program is designed for students who benefit from smaller class sizes, personalized instruction, and a supportive learning environment. Through evidence-based teaching, strong relationships, and a focus on social and emotional development, we help each child build confidence, independence, and a love of learning.

THE WESTVIEW DIFFERENCE Small class sizes with consistent teacher and instructional assistant support Research-based instruction tailored to developmental and learning needs Emphasis on communication, independence, and social growth A collaborative partnership between school and families

Our Lower School program includes Early Childhood Development, Pre-Kindergarten, Kindergarten, and Lower Elementary (Grades 1-3), each thoughtfully designed to support students at every stage of growth.

EARLY CHILDHOOD DEVELOPMENT Building Strong Foundations for Learning Our Early Childhood Development (ECD) classes serve our youngest students, typically ages 2 to 4. ECD classes generally include 5 to 6 children with a teacher and an assistant. The focus of the program includes pre-academic skills, language development, self-help skills, and foundational behaviors that support future learning, such as imitation, attending, joint attention, and self-regulation, along with the acquisition of age-appropriate developmental skills.

Westview utilizes the STAR program (Strategies for Teaching Based on Autism Research) for ECD-level students alongside the Frog Street Curriculum. STAR is a research-validated program that provides structured lesson plans, instructional materials, and assessment tools across six developmental areas. The STAR assessment identifies each child’s current level of performance along a developmental sequence, allowing instruction to be targeted and responsive to each child’s needs.

The Frog Street Curriculum complements STAR through a movement-based approach that emphasizes emotional safety and engagement. It integrates Conscious Discipline vocabulary to support self-regulation and social understanding while fostering growing independence. Together, these programs support growth in language, motor development, social skills, and early learning.

A Strong Start for Early Learners Small class sizes with support from both a teacher and assistant A structured, nurturing environment that supports communication, engagement, and independence Play-based and guided learning experiences that build readiness for Pre-K and beyond

PRE-KINDERGARTEN & KINDERGARTEN Building Independence and Academic Readiness In Pre-Kindergarten and Kindergarten, students are thoughtfully grouped based on social skills, maturity, academic readiness, and receptive and expressive language abilities.

Learning at these levels balances academic growth with social development, allowing students to build confidence, independence, and readiness for increasing expectations.

Formal handwriting instruction begins using Handwriting Without Tears, a multi-sensory program originally developed by occupational therapists. Core curricula are enriched with additional resources and teacher-designed activities to meet the needs of each class. Daily routines are guided by developmentally appropriate practices that support learning, creativity, and social growth. Students build friendships and social confidence through guided play, group activities, and collaborative learning.

Pre-Kindergarten Pre-Kindergarten classes typically include up to seven students with a teacher and an instructional assistant. Instruction emphasizes language development, early literacy, readiness skills, and purposeful play to prepare students for the transition to Kindergarten.

Pre-K uses Learning Without Tears: Get Set for Learning, a research-based, hands-on curriculum that combines purposeful play with multi-sensory experiences. Instruction spans six key areas: language and literacy, readiness and writing, numbers and math, oral language, science, and social studies.

Kindergarten Kindergarten builds on skills developed in earlier years, with increased academic expectations and greater independence throughout the school day.

Classrooms are equipped with interactive whiteboards to enhance instruction and engagement. Throughout the day, teachers provide coaching and support to help students interact successfully with peers and adults, strengthen communication skills, and develop independence. Teachers remain attentive to each student’s needs as they grow in confidence and self-management.

Kindergarten classes generally include up to eight students with a teacher and an instructional assistant. Students are grouped thoughtfully to support an appropriate learning environment for each child. The Kindergarten program aligns with the Texas Essential Knowledge and Skills (TEKS) and emphasizes language and communication, social development, daily routines, and academic growth. Reading instruction combines phonics and whole-language approaches, while math instruction focuses on conceptual understanding through hands-on learning.

By the end of Kindergarten, students demonstrate growing independence, emerging academic confidence, and the social skills needed for success in Lower Elementary.

LOWER ELEMENTARY Lower Elementary classes, for grades 1, 2, and 3, are located in the Lower School building. Each class typically has up to eight students, supported by a teacher and an instructional assistant. Our program balances a challenging academic curriculum with attention to each student’s unique needs, while emphasizing social skills, independence, and effective communication.

In Lower Elementary, students learn, explore, and grow in a supportive, small-class environment that balances academic challenge with strong teacher support.

Small classes with up to eight students, allowing teachers to give close attention to each student.

Hands-on learning in Math, Language Arts, Social Studies, and weekly Science labs.

Fun and engaging Art, Music, PE, and Technology classes to explore new interests.

TEKS-aligned curriculum enriched with additional activities to support each child’s growth.

Daily focus on social skills, independence, communication, and building confidence.

Core subjects, Math, Language Arts, and Social Studies, are taught by a certified teacher with support from the instructional assistant. Science is taught twice a week in a lab setting by a specialized science teacher. Ancillary classes include Art, Music, Physical Education, and Technology. These classes allow students to explore new interests, practice transitions between activities, and learn to work with different teachers, skills that are essential for success in school and beyond.

Building Skills for Academic and Social Success The Lower Elementary curriculum aligns with the Texas Essential Knowledge and Skills (TEKS) and is supplemented with commercial resources and teacher-designed activities to support progression from one grade to the next. Classrooms feature interactive whiteboards to integrate technology and enhance learning.

Students receive guidance throughout the day on interacting appropriately with peers and adults, strengthening social skills and language development. Instruction includes opportunities for small-group and paired work, as well as occasional combined activities with other elementary classes to build relationships and practice communication. With small class sizes, teachers are able to respond closely to each student’s needs, while also developing self-esteem and positive social behaviors.

UPPER SCHOOL AT THE WESTVIEW SCHOOL

Where students grow in independence, responsibility, and confidence

SUPPORTING INDEPENDENCE, GROWTH, AND READINESS At The Westview School, our Upper School program supports students as academic and social expectations increase. In small classes with thoughtful instruction and strong teacher relationships, students strengthen executive functioning, build independence, and develop the confidence and skills needed for the next stage of their education.

In Upper School, students continue to develop executive functioning and communication skills while preparing for the transition to high school and beyond.

THE WESTVIEW DIFFERENCE A collaborative partnership between school and families that supports increasing student independence Small class sizes with consistent teacher and instructional assistant support as expectations grow Research-based instruction responsive to developmental, academic, and social needs An intentional emphasis on communication, independence, and skill development for real-world readiness

Our Upper School program includes Upper Elementary (Grades 4–5) and Middle School (Grades 6–8), with each level thoughtfully designed to support students as they take on greater responsibility, strengthen communication and executive functioning skills, and prepare for the transition to high school and beyond.

UPPER ELEMENTARY (GRADES 4–5) Upper Elementary classes are located in the Upper School building and serve students in grades 4 and 5. Classes typically include up to eight students with a teacher and an instructional assistant. Upper Elementary builds on the foundation of Lower School by increasing academic expectations while maintaining strong teacher support. Emphasis is placed on academic growth alongside the development of social skills, independence, and effective communication.

Core classes including Math, Language Arts, and Social Studies are taught by a certified teacher with support from the instructional assistant. Science is taught twice a week in a lab setting by a specialized science teacher.

Ancillary classes include Art, Music, Drama, Physical Education, and Technology. These classes allow students to explore new interests, work with different teachers, and practice transitions, which is an important step toward the increased independence of Middle School.

Social Growth and Individualized Support

Curriculum and Instructional Approach

Throughout the day, students receive guidance and

The Upper Elementary curriculum aligns with the Texas

support in interacting appropriately with peers and

Essential Knowledge and Skills (TEKS) and is

adults to strengthen social skills and language

supplemented with commercial resources and teacher-

development. In addition to teacher-led instruction,

designed activities. Instruction is intentionally aligned

students work in pairs or small groups and may

to support progression from one grade level to the

combine with other Upper Elementary classes to

next. Each classroom is equipped with an interactive

build relationships and practice social communication.

whiteboard to enhance instruction through the use of

Small class sizes allow for individualized attention,

technology.

with a continued focus on building self-esteem and appropriate social behaviors. As peer interactions become more complex, students receive ongoing support in communication, collaboration, and problem-solving with peers.

UPPER ELEMENTARY AT A GLANCE Grades 4–5 Up to eight students per class Teacher and instructional assistant support Opportunities to practice transitions and responsibility

MIDDLE SCHOOL (GRADES 6-8) Middle School represents a shift toward greater independence, responsibility, and self-advocacy, while maintaining the structure and support students need to thrive. Students experience a developmentally appropriate middle school model within a supportive, autism-informed environment.

Students have a different teacher for each content area, follow individualized schedules, and are assigned lockers. These expectations build independence and strengthen organization, time management, and personal responsibility throughout the school day.

MIDDLE SCHOOL AT A GLANCE Grades 6–8 Middle School classes include Math, Language Arts, Science,

Departmentalized classes with multiple teachers

Social Studies, Technology, Social Skills, Life Fundamentals, Health, Drama, Music, Art, and Physical Education. The

Individual schedules and lockers

curriculum is aligned to support progression from one level to the next, with particular attention given to age-appropriate social

1:1 Chromebook program

development. Instruction focuses on skills such as collaborative learning, conflict resolution, hygiene, peer pressure, and navigating peer relationships.

Emphasis on independence, responsibility, and social development

As students move into Middle School, expectations increase while support remains consistent.

Students are guided as they learn to manage schedules, transitions, and responsibilities, building independence in a structured, supportive environment that allows them to grow with confidence.

Westview’s Middle School is a 1:1 technology program in which each student is issued a Chromebook. Students are supported in developing essential computer skills, including word processing and presenting work in digital formats, both in core classes and in the technology lab. Technology is used intentionally to support collaboration and cooperative learning. Each classroom is equipped with Clevertouch Interactive Displays, and teachers utilize Google Classroom for assignments and homework.

Middle School students also have opportunities to participate in school dances and Student Council, supporting confidence, connection, and leadership development within the school community.

By the end of eighth grade, students are prepared for the increased academic, social, and organizational demands of high school.

UPPER SCHOOL LIFE AT WESTVIEW Shared Upper School Experiences Upper Elementary and Middle School students both participate in several school traditions that build familiarity, confidence, and connection, including: Spelling Bee Talent Show Camp for All

These shared experiences help students build friendships, practice communication, and feel a sense of continuity as they grow within the Upper School.

Middle School Traditions As students enter Middle School, they are introduced to new, age-appropriate opportunities that reflect increased independence and responsibility. Middle School students participate in: House Activities Drama Production Middle School Dances

Belonging, Leadership, and Community Upper School life at The Westview School is defined by meaningful experiences that help students feel connected, confident, and part of a community.

Students in both Upper Elementary and Middle School participate in shared traditions while gradually taking on new opportunities that reflect their growth and maturity.

These experiences allow students to enjoy the “regular” moments of school life within a supportive, autism-informed environment where participation is encouraged, and success is supported.

Leadership and Student Voice As students mature, they are encouraged to take on increased responsibility and leadership within the school community. Through Student Council, Houses, group projects, and school events, students learn how to contribute their ideas, make decisions, and advocate for themselves and others. These opportunities help students develop confidence and a sense of ownership within their school community.

These experiences allow students to connect with peers, express creativity, and engage in school traditions that feel familiar, exciting, and developmentally appropriate.

Still Supported, Still a Place to Fit As expectations grow, the support our students receive remains consistent. Teachers and staff provide guidance to help students navigate social situations, manage responsibilities, and participate successfully in school life.

This balance allows students to enjoy Upper School experiences while continuing to build confidence and independence.

Upper School life at Westview is designed to help students feel connected today and prepared for what comes next.

HIGH SCHOOL AT THE WESTVIEW SCHOOL Where students discover their strengths and prepare for life beyond Westview

PREPARING FOR LIFE BEYOND GRADUATION At The Westview School, our High School program is designed not only to prepare students for graduation but also for life beyond school. Through a thoughtful balance of academics, career exploration, social development, and transition planning, students are supported in identifying their strengths, interests, and goals as they move toward adulthood.

WHY WESTVIEW HIGH SCHOOL? Designed specifically for students with autism A fully accredited high school program aligned with State of Texas graduation requirements Student interests and aptitudes guide learning and planning Preparation for college, training, employment, or transition programs Community partnerships that support life beyond Westview

Our High School program (Grades 9–12) is designed to support students as they build independence, strengthen executive functioning and self-advocacy skills, and prepare for meaningful post-secondary pathways, including college, vocational training, or employment.

The Westview School | 1900 Kersten Drive | Houston, Texas 77043 | 713-973-1900 | info@westviewschool.org

THE WESTVIEW HIGH SCHOOL EXPERIENCE Small classes with individualized support allow students to build independence while still receiving the structure and guidance they need. Students are gradually given more responsibility in managing schedules and assignments while working closely with advisors who monitor academic and social progress.

Structured support with increasing independence Dedicated advisory and transition planning Real-world application through work-based learning Social opportunities in a supportive, autism-informed environment A campus designed to meet sensory and social needs

DISTINGUISHED DIPLOMA

FOUNDATIONS DIPLOMA

MODIFIED DIPLOMA

A rigorous college-preparatory pathway requiring four credits each in math (including Algebra II) and science, plus a third year of foreign language.

Meets Texas minimum graduation requirements and prepares students for community college or university through required coursework in English, math, science, social studies, foreign language, and electives.

A personalized pathway for students who require reduced depth and complexity in coursework, supporting transition to employment, transitional programs, or community college.

PROGRAM OVERVIEW ACADEMICS AND GRADUATION PATHWAYS

CAREER EXPLORATION AND WORKBASED LEARNING

High school students complete coursework aligned with the graduation standards set by the State of Texas and work with advisors to ensure progress toward graduation. Each pathway includes specific course requirements and opportunities for individualized accommodations related to sensory, communication, and social needs.

All students participate in career exploration through the PAES® (Practical Assessment Exploration System) Lab, a research-based assessment program that helps identify interests, aptitudes, functional skills, and work behaviors related to community-based employment. Career exploration is required for all incoming freshmen and spans five major areas: Consumer and Service, Business and Marketing, Processing and Production, Construction and Industrial, and Computer and Technology.

Students work closely with their advisor or counselor to thoughtfully select courses and ensure progress toward the minimum 26 credits required for graduation during their time at The Westview School.

EXECUTIVE FUNCTIONING AND INDEPENDENCE The High School program places a strong emphasis on developing executive functioning skills and independence.

Students receive support in areas such as organization, time management, planning, adapting to change, self-monitoring, working memory, self-regulation, collaboration, and study skills. The high school schedule allows students to make choices, manage responsibilities, and choose whether to participate in social and extracurricular activities, helping

This process helps students better understand their strengths and informs future coursework, work-based learning opportunities, and transition planning.

SOCIAL SKILLS AND COMMUNICATION High school students are encouraged to engage in a wide range of social and extracurricular opportunities, including athletics, performing arts, dances, prom, student government, clubs, and school events. These experiences provide meaningful opportunities for students to build relationships, practice communication skills, and develop confidence in social settings.

prepare them for increased independence beyond graduation.

TRANSITION PLANNING AND COMMUNITY PARTNERSHIPS Westview partners closely with students and families to develop individualized transition plans that may include post-secondary education, vocational training, or employment. Through intentional advising and collaboration with community partners, students are supported as they prepare for the next phase of their lives.

Transition planning is integrated throughout the high school program through individualized advising and intentional community partnerships. Westview partners with organizations such as the Texas Workforce Commission and Houston Community College to support students and families as they prepare for post-secondary education, vocational training, or employment. These partnerships provide continuity of support as students move into adulthood.

WHAT MAKES WESTVIEW HIGH SCHOOL DIFFERENT A Place Where You Still Fit At Westview, belonging remains central. Students are part of a community where differences are understood, friendships are supported, and social opportunities are structured to promote success.

Clubs, events, leadership opportunities, and extracurricular activities are designed so students can participate meaningfully and comfortably.

Transition Planning Starts on Day One Transition planning begins in ninth grade and evolves throughout high school. Through career exploration, advising, and community partnerships, students develop a clear understanding of their strengths, interests, and next steps.

Designed for Students with Autism Westview High School is intentionally designed for students with autism. Rather than adapting a traditional high school model, the program is built from the ground up to support communication, executive functioning, sensory needs, and social development.

This eliminates many of the barriers students experience in traditional settings and allows them to focus on learning, growth, and confidence.

Supporting Independence Without Overwhelming Students build independence at a developmentally appropriate pace. Supports are gradually adjusted as students demonstrate readiness, ensuring they are challenged without becoming overwhelmed.

This balance helps students build confidence, selfadvocacy, and problem-solving skills in a supportive environment.

Families are supported throughout the process, ensuring students leave Westview with a plan, confidence, and the skills needed for their next phase of life.