2023 Admissions | The Westview School

A D M I S S I O N S A D M I S S I O N S T h e W e s t v i e w S c h o o

T h e W e s t v i e w S c h o

Astheleadingschoolinthegreater Houstonareadedicatedtothe educationofacademicallycapable childrenwithautismspectrum disorder,Iwouldliketoextendour warmestwelcometoyou.

Ourgoalistocontinuetoexpandon thefoundationofthevisionary leaderswhobuiltauniqueprogram knownformeetingtheacademic, social,andemotionalneedsof childrenontheautismspectrum.We lookforwardtotheopportunityto buildonthislegacyinpartnership withstudents,faculty,staff,and families.

WhenIfirstvisitedWestview,Iwas struckbythedeep-abidingpassion andcommitmentfortheschooland itsmission.Overandover,Iheard storiesofconnectiondemonstrating Westview'sgreatprideinforging enduringrelationships.

Whenyouenrollyourchildwithus, youarenotjustpartofaschoolbuta valuedpartoftheWestviewfamily Asyoureviewouradmissions materialsandgettoknowusbetter,I hopeyouwillcomeawaywitha senseofthefollowingguiding principlesthatmakeourschool unique:

THE THE WESTVIEW WESTVIEW SCHOOL SCHOOL

Ourintimatelyscaledlearning environmentallowsustoprovide individualattentiontosupport,guide, nurture,andcoachourstudentsinthe developmentofacademicandsocial skills.

Wetrulycelebrateeachstudentforthe interestsandskillsthatheorshebrings toourcommunity Wevieweducation asanindividualpathofgrowthand recognizethatthejourneybeginswhen astudentcomestouswithunique strengthsandneeds.

Teachersprovideopportunitiesfor studentstopracticeinteractionswith theirpeersandotheradultstodevelop socialskillsandfacilitatelanguage acquisition.ChildrenatTheWestview Schoolareroutinelyprovidedwith opportunitiestodevelop responsibility,empathy,andkindness.

Ourstudentsbuildreciprocal relationshipswithpeersandlearn whatitmeanstobeafriend.We believethatexperiencessuchasfield trips,art,music,andphysical educationprovidestudentswith opportunitiestoexplorethefullrange oftheirinterestsandpotential Our students’activeparticipationinthese activitiesmakesTheWestviewSchoola vibrantandexcitingplace.

Iencourageyoutovisitusandseeall thatwehavetoofferinperson.Itis difficulttocapturewhyTheWestview Schoolissuchaspecialplaceon paper;wehopethatyouwillvisitour beautifulcampus,speakwithour teachers,andexperienceforyourself theuniqueprogramthatJane Stewartcreatedyearsago

Ilookforwardtogreetingyouwhen youcome.

Sincerely

BevanKoch,Ed.D. HeadofSchool

OUR MISSION

ThemissionofTheWestviewSchool istoprovideaunique,specialized, andnurturinglearningenvironment offeringoutstandingeducationaland socialopportunitiesforchildrenon theautismspectrum.

ABOUT US

Manypeoplebelievethatputtingchildrenwithautism spectrumdisorderinatraditionaleducationalsetting–around"typical"children–willhelpthemdevelopsocial skills.However,childrenwithautismspectrumdisorderoften donotlearnmerelyfromobservation.Theymustbe intentionallytaughtthesocialinnuendosthatmanynaturally acquirethroughexperienceandobservation.Manychildren ontheautismspectrumhaveastrongdesireto"belong."It canbedifficultforchildrentofindthissenseofbelonging whentheylearnhowtosocializedifferentlyfromtheirpeers.

Becauseofthis,educatingstudentswithautismspectrum disorderintheappropriateenvironmentiscritical.Because they"fit"atWestview,manyofthechallengestheywould faceinatraditionalclassroomsettingdisappear.Anxiety, stress,anddepressionlevelsdrop,notonlyforthechildbut fortheentirefamily.

ChildrenatWestviewbuildreciprocalfriendshipsandtruly learnwhatitmeanstobeafriend.Teachersarrangeand supportsocialinteractions,provideincidentallanguage coaching,andbuildtowardageneralizationofskills.All studentsreceiveart,music,andphysicaleducationaspartof ourprogram.Libraryuse,computerinstruction,science, drama,outdoorrecessactivities,andfieldtripsarealsoan importantpartofthecurriculum.

Westviewfacilitatesastructuredlearningenvironmentthat includesopportunitiestodevelopandpracticeimportant socialskills,alowstudent-to-teacherratio,achallenging curriculum,appropriatebehavioralsupports,andopen communicationwithparents.TheWestviewSchooloffersa challengingcurriculumatallprogramlevelsandblends severalmethodologiestoprovidefortheuniqueneedsof eachchild.Inadditiontotheacademiccurriculum,keyfocus areasincludelanguageandcommunication,social communicationandsocialskills,sensoryintegration,gross andfinemotorability,andcognitivedevelopment.

STUDENT PROFILE

WHO ARE OUR STUDENTS?

StudentsatTheWestview Schoolrangeinagefrom2 through15years.

Ourstudentsoftenexcelin academicareas;however, theymaystrugglewithsocial interactionsandsocial communicationskills.

Studentsareappropriately challengedandsupportedas theyengagewitha curriculumthatisalignedto statestandards.

Classesarekept appropriatelysmall,usually rangingfromfivetoeight students.EarlyChildhood throughElementaryclasses arestaffedwithateacherand afull-timeassistant.Middle Schoolclassesarestaffed withoneleadteacheranda teamofassistantswhorotate basedonneed.This intentionallylowratio throughoutourprogram allowsinstructiontobe modifiedasnecessaryto meetindividualstudents’ needs.

OUR PROGRAM

academicprograms.Thesemaybemodified,ifneeded,to accommodateindividualstudents’needs.Whilewebelievethat childrenshouldbechallengedwithhighexpectations,wealsobelieve thatgoalsshouldbereasonableandachievablebasedonindividual studentstrengthsandabilities.

SOCIAL SKILLS

Theothercorecomponentofourprogramincludessocial communicationandsocialskills.Wefocusonlanguageand communication,socialrelatedness,andthedevelopmentof independencesothatourstudentsareequippedwiththeskillsthey needtonavigatethesocialworldinwhichwelivesuccessfully.Formal socialskillsinstructioninEarlyChildhoodandPre-Kclassesisplaybased.TeachersinKindergartenthroughMiddleSchoolincorporate formalsocialskillsinstructionintodesignatedsocialskillstimesin theirschedulesusingtheFlyFiveSocialEmotionalLearning Curriculum.Inadditiontoformalsocialskillsinstruction,ourteachers workwithstudentstogeneralizethesocialskillstheyarelearningin classbyfacilitatinginteractionsthroughouttheday.

Thereisastrongfocuson puttingourstudents'needs firstandmeetingthemwhere theyare.Weuseastudentcenteredapproachthathelps todevelopautonomyand independence.

EARLY CHILDHOOD DEVELOPMENT (ECD PROGRAM

Our early childhood classes serve our you children in these classes are 2 to 4 years typically contain 5 to 6 children with a teac ThefocusinourECDlevelincludespre-acad imitation, interaction, self-help skills, and appropriate developmental skills. Students i classes are working on the developmen attendingskills,andjointattention.

WestviewutilizestheSTARprogram(Strategi onAutismResearch)forourECD-levelstuden validated, comprehensive program that inc plans, teaching materials, data systems, teachingyoungchildreninsixcurriculararea intheSTARProgramutilizeevidence-based the 2015 National Standards Report and r NationalResearchCouncilforuseinprogram ontheautismspectrumandotherdevelopme assessmentcomponentidentifiespresentlev each student, based on a scope and sequen skills The assessment report is utilized for t student progress and identifies next instr targeted in the classroom as well as in instructionalgoals.

JackieHampton,EarlyChildhood DevelopmentTeacher

PRE-KINDERGARTEN & KINDERGARTEN LEVELS

StudentsinPre-KandKindergartenaregroupedprimarilyby socialskills,maturitylevel,academics,andreceptive/expressive languageabilities ThecurriculumforPre-Kisalignedwiththe TexasPre-KindergartenGuidelinesandthecurriculumfor KindergartenisalignedwiththeTexasEssentialKnowledgeand Skills(TEKS).Formalhandwritinginstructionbeginswith HandwritingWithoutTearsmaterials.Thisprogramwasdeveloped byoccupationaltherapistsandhasexpandedintoafull,multisensoryprogram.Thecorecurriculaforbothlevelsare supplementedbyothercommercialresources,aswellasteacherdesignedactivities.Developmentallyappropriatepracticesguide dailyroutines,deliveryofinstruction,creativeplaytime,andsocial skillsdevelopment Appropriatesocialskillsandpeerrelationships areacquiredthroughguidedplayandinteractivegroupgamesand activities Eachclassroomisequippedwithaninteractive whiteboardthatsupportstheuseoftechnologytoenhance learning.Throughouttheday,studentsareencouragedand guidedinappropriateinteractionswiththeirpeersandadultsto enhancesocialskillsandfacilitatefunctionallanguageacquisition. Individualattentionisgiventoeachstudentwithagoalofhelping thechildreachhis/herpotential.

PRE-KINDERGARTEN

EachPre-Kindergartenclasstypicallyhasuptoseven studentswithateacherandaninstructionalassistant.The Pre-Kindergartenprogramprovidesalanguageand literacy-richenvironmentwhichpromotesthegrowthand developmentofeachindividualchild Pre-Kusesthe LearningWithoutTears:GetSetforLearningprogram.This research-based,hands-oncurriculumcombines purposefulplaywithmulti sensoryexperiencestoprepare

Itrulybelievethateverychildhas theabilitytolearn Something Westviewdoesreallywellistogive good,positivepraisetoenhance learning.Itistransformativeforour students.Theylearnatayoungage thattheycandohardthings.

LizaReyes,KindergartenTeacher

KINDERGARTEN

Kindergartenclassesgenerallyhaveuptoeightstudents withateacherandaninstructionalassistant.Studentsare groupedprimarilybysocialskills,maturitylevel, academics,andreceptive/expressivelanguageabilities.In Kindergarten,thecurriculumplacesemphasison language/communication,socialskills, functional routines,andacademics.Acombinationofastrong phoneticandwholelanguageapproachisusedin LanguageArtstofacilitatebeginningreading.Math instructionstressesthedevelopmentofconceptual understandingandtheuseofmanipulatives Resources includeMcGrawHillWondersforLanguageArtsandMy MathforMathematicsinstruction.

ELEMENTARY LEVELS

TheWestviewschooliscomprisedofLowerElementaryand UpperElementary.LowerElementaryclassesarelocatedin theLowerSchoolbuildingofourcampus.UpperElementary classesarelocatedinourUpperSchoolbuilding Each elementaryclasstypicallyconsistsofuptoeightstudentswith ateacherandaninstructionalassistant.Eachclassfocuseson providinganacademiccurriculumthatchallengeslearners whilealsobeingsensitivetotheiruniqueneeds.Thereisalso anemphasisonteachingsocialskills,independence,and effectivecommunicationstrategies.

ThecoreclassesofMath,LanguageArts,andSocialStudies aretaughtbythehomeroomteacher,assistedbytheteacher assistant Scienceistaughtinalabsettingbyaspecialized scienceteachertwiceaweek AncillaryclassesareArt,Music, PhysicalEducation,andTechnology.Theseprovide opportunitiestoexplorenewareasofinterest,forstudentsto learnhowtoworkwithdifferentteachers,andforstudentsto practicetransitions,whichisacriticalskillforsuccessin schoolandbeyond.

Thecurriculumforelementaryclassesisalignedwiththe TexasEssentialKnowledgeandSkills(TEKS).Other commercialresourcesandteacher-designedactivities supplementthecorecurriculum Instructionisalignedto facilitateprogressionfromoneleveltothenext.Each classroomisequippedwithaninteractivewhiteboardthat supportstheuseoftechnologytoenhancelearning.

Studentsareencouragedandguidedthroughoutthedayin appropriateinteractionswiththeirpeersandadultsto enhancesocialskillsandlanguagedevelopment.Inaddition toteacher-guidedinstruction,studentsworkinpairsorsmall groupsandoftencombinewithotherelementaryclassesto buildrelationshipsandpracticesocialcommunicationskills Becauseourclassesaresmall,eachstudentisgivenindividual attentiontomeettheirpotential.Buildingself-esteemand appropriatesocialbehaviorsareanimportantpartofthe program.

Westrivetomeeteachstudentwhere theyareandthenhelpthemgrowsocially andacademicallythroughteacherand student-ledactivitiesthatincorporate engagingandinteractivelessons,group projects,andpartneractivities.

JulieGulliford,UpperElementaryTeacher

MIDDLE SCHOOL

TheMiddleSchoolprogramisdesignedtoprovidestudents withatypicalmiddleschoolexperience.Similartoother middleschools,thereisadifferentteacherforeachcontent area.Eachstudentfollowsauniquescheduleandisassigneda locker.Thisrequiresstudentstobecomefamiliarwith changingclassroomsthroughouttheschooldayandtolearn totakeresponsibilityformanagingtheirschedule,time,and materials ClassesincludeMath,LanguageArts,Science,Social Studies,Technology,SocialSkills,LifeFundamentals,Health, Drama,Music,Art,andPE.

TheMiddleSchoolcurriculumisalignedtofacilitate progressionfromoneleveltothenext.Specialfocusisplaced onage-specificsocialskills,suchascollaborativelearning, conflictresolution,hygiene,peerpressure,andrelationships.

Westview’sMiddleSchoolisa1:1technologyprograminwhich everystudentisissuedaChromebook Studentsaresupported bothincoreclassesandinthetechnologylabinacquiring computerskillssuchasusingwordprocessingprogramsand thehow-toofpresentingworkinadigitalformat.Thefocusis onusingtechnologytoencouragecollaborativeand cooperativelearning.Additionally,ClevertouchInteractive Displaysareinstalledineachclassroom,andMiddleSchool teachersuseGoogleClassroomforbothin-classassignments andhomework.

MiddleSchoolstudentshavetheopportunitytoparticipatein schooldances,after-schoolhang-outs,andStudentCouncilas well.

We strive to foster independence in Middle School. Our entire design is to hold students accountable while also providing them with the resources and support they need.

Jared Dawkins, Middle School Teacher

OUR CAMPUS

FACILITIES THAT SUPPORT OUR ROBUST PROGRAM

OUR CAMPUS

Westviewhastwobuildingsonaseven-acrecampusspecially designedfortheneedsofourchildren.TheLowerSchoolbuilding, locatedonthenorthendofourcampus,containsourEarlyChildhood DevelopmentthroughLowerElementaryclasses,administration offices,andourbusinessoffice.Inadditionto18classrooms,this buildingcontainsspeechtherapyoffices,abehavioralsupportoffice, amotorroom,anoccupationaltherapyroom,alibrary,asciencelab, andamulti-purposeroom.TheUpperSchoolbuilding,onthesouth sideofourcampus,housestheUpperElementaryandMiddleSchool classes Thisbuildinghaseightclassrooms,asciencelab,alibrary,a computerlab,therapyoffices,asocialandlivingskillsroomwitha kitchen,anartroom,agym/auditorium,andamusicroom.

OUTDOOR LEARNING SPACES

Tofacilitateoutdoorlearning,Westviewboastsan outdoorclassroom,amphitheater,andnaturegarden Studentscontributetothenaturegardenbyplanting flowersandlearninghowtowaterandtakecareofthe plants.Theoutdoorspacesoncampusalsoincludetwo coveredplaygrounds,awalkingtrack,andanoutdoor recreationspacedesignedspeciallytomeettheneeds ofourolderstudents.

LIBRARY

Westviewishometotwostudentlibrariesthatfeatureage-and grade-appropriatebooks.Ourlibrariantakesgreatcaretopromote literacythroughouttheschoolyearbyplanningavarietyofengaging activitiessuchas“SpookyReading”withflashlights,“Campfire” reading,bookcharactervisits,readingdogs,bookfairs,andmore! OuryoungerstudentseagerlyanticipatevisitsfromMiddleSchool guestreaders.IntheSpring,ourUpperElementaryandMiddleSchool studentsparticipateinaRead-a-thon.Additionally,allstudentsin ECD–MiddleSchoolvisitthelibraryeachweektocheckoutbooks.

TRACK, SOCCER FIELD & PLAYGROUNDS

Someofourbestlearningtakesplaceonthe playground!InadditiontoPEandMotorclasses, studentsareprovidedopportunitiestomovetheir bodiesandgetoutdoorsforfuninthesunand additionalsocialtime.Ourteachersfacilitatesocial activitieswhilealsoallowingstudentstonavigate socialopportunitiesindependently

CampusLIFE

FIELD TRIPS

Fieldtripsareanimportantpartof theWestviewcurriculum.These experiencesofferbothacademicand practicalopportunities Students havetheopportunitytopractice socialandlifeskillswithoutings suchasmuseumvisitsandcultural events.

HANG-OUTS + SOCIALS

OurMiddleSchoolstudentsparticipate inafter-hours"Hangouts"twiceper schoolyear Thesesocialeventsare completewithpizza,movies,games, andkaraoke.Additionally,evening socialsforMiddleSchoolstudentsare hostedtwiceperyearwherestudents fromthenearbyGraceSchoolcometo ourgymforeveningsfilledwithmusic, dancing,snacks,andphotos.

EXTRA-CURRICULAR

Outsideprovidersofferextracurricularactivitiesforstudentsin KindergartenthroughMiddleSchool thatarescheduledintheafternoons throughouttheweek.Specific offeringsandtimesvaryfromyearto yearbutpastactivitieshave includedkarate,yoga,coding,chess, andScouts.Activitiesarebasedon thelevelandageofthechild.

SPECIAL EVENTS

AtWestview,allholidaysandevents areacelebration!Ourparent organization,PeopleofWestview, coordinatesactivitiesthroughout theyear,includingTrunk-or-Treat, FamilyFunDay,andmore.The schoolalsosponsorseventssuchas aholidayplay,dramaperformance, spellingbee,andtalentshow throughouttheschoolyear.

CAMP S.M.I.L.E.

OurUpperElementaryandMiddle SchoolstudentsattendCamp SMILE,StudentsMaturinginLife Experiences Campislocatedat CampforAllinBurton,TX Campfor Allisabarrier-freecampexperience designedtoallowchildrenwith specialneedstoexperiencecamp. Campactivitiesaredesignedsothat allchildrencanaccessthem, regardlessofability.

SUMMER CAMP

Justsay"NO!"toaboringsummer! Oursummercampispackedwith funactivitiesthatallowstudentsto continuetopracticethesocialand academicskillsthatarelearned throughouttheschoolyear.There's evenwaterplayeachweek!Summer campsessionsareheldforthree weeksinJuneandthreeweeksin July.Tutoring,academicclinics,a fullrangeoftherapies,andmoreare availableoncampusduringthistime foranadditionalfee

SupportServices

BEHAVIOR SUPPORT

OurtwoSupportSpecialistssupportstudentsandteachersin theclassroomandcreateindividualizedbehaviorplanswhen needed.Parentsmayalsoschedulemeetingstodiscuss problematicbehavioroutsideofschoolortoreceivereferrals forassessmentorspecializedservices.Whenthetimecomesto transitiontoanewprogram,ourspecialistsandadministrative staffwillprovideassistanceandguidance.

OCCUPATIONAL THERAPY

OccupationalTherapistsaretrainedinareasspecificto autismspectrumdisorder.Individualtherapysessionsmay addresssensoryintegration,neurodevelopmental techniques,therapeuticplay,anddailylivingactivities. Treatmentfocusesonfineandgrossmotorcoordination, motorplanning,visualperceptualandvisualmotorskills, developmentalactivities,andhandwritingstrategies These servicesarebilledseparatelyfromtuition

SPEECH THERAPY

Individualspeechtherapyservicesbeginwithanassessment anddevelopmentofindividualgoals.Sessionsmayaddress areassuchasarticulation,receptive/expressivelanguage, fluency,socialskills,augmentativecommunication, ChildhoodApraxiaofSpeech,andoralmotortherapy Our SLPsprovideskilledintervention,utilizingcurrent,researchbasedapproachesinindividual,partner,andgroupsessions. SpeechTherapyservicesarebilledseparatelyfromtuition.

PSYCHOTHERAPY

Individualandgrouptherapysessionsareofferedbya LicensedMarriageandFamilyTherapistandLicensed ProfessionalCounselor.Ourtherapeuticapproachisclientcentered Wewilllookatallaspectsoftheclient’slife includingtheiremotionalhealth,mentalhealth,andallthe systemstheyareapartof,suchasfamily,work,and/or school.

PLAY THERAPY

Playtherapyhelpschildrenwithvariousconcerns,including butnotlimitedto,adjustment,adoption,aggression,anger, anxiety,behavioralissues,depression,developmentaldelays, divorce,friendshipissues,grief,parent-childrelationship, schoolissues,andtrauma.Theabilitytoprocessanddiscuss certainexperiencestypicallybeginstodevelopinthelateteen years,soyoungchildrenneedadifferentoption.Playtherapy allowschildrentoprocessdifferentpartsoftheirlivesusing theirnaturallanguage-play.Playtherapyisforchildren,what talktherapyisforadults Bothindividualandgrouptherapy sessionsareoffered

THE STEWART CENTER

TheStewartCenteratTheWestviewSchoolis atherapeuticclinicstaffedbyprofessionals withspecializedtraininginthetreatmentof neurodevelopmentaldisorders.

TheStewartCenterserveschildren, adolescents,andtheirfamiliesbothfromThe WestviewSchoolandfromthecommunity, offeringspeechtherapy,occupational therapy,playtherapy,individual/family therapy,andanumberoftherapeuticgroups.

ToinquireaboutservicesatTheStewart Centerorreceiveinformationaboutservices, pleasevisitourwebsiteat wwwstewartcenterhoustonorg, call(713)973-1842,oremail info@stewartcenterhouston.org.

TheImportanceofSocialandEmotionalLearning

BY:BEVANKOCH,ED.D.

Inthepasttenyears,therehasbeengrowing recognitionsupportedbyanextensivebodyof researchthatsocialandemotionalcurriculumisnot onlyasimportantasthecorecurriculumbutalsoan essentialcontributortohighacademicengagement andsuccess.Withthatrecognitioncomesthe understandingthatthetimegiventoteachingthe socialandemotionalcurriculumisacritical componentofahigh-qualityeducation.

Everyschoolhasamissionstatementthatincludesa statementofitsintentiontopreparestudentsfor citizenshipandsuccessintheireverydaylife.

Socialandemotionalcompetenceisvitalforstudents toimagineandpursueabrightfutureforthemselves andtheircommunity.Thiscompetencedevelopswhen studentsareprovidedthetimetolearnandpractice developmentallyappropriateskillsthatpreparethem forcitizenshipandfuturesuccessineverydaylife.

Sociallearningfocusesprimarilyononeselfin relationshiptoothers,includingdemonstrating responsiblecitizenshipandactinginethicalwaysfor thebenefitofnotjustoneselfbutalsoforsociety.

Emotionallearningfocusesprimarilyonone's relationshipwithoneself,specificallyone'sresponses toemotions,andincludeslearningtorecognizeand managethoseemotionstostayonatrajectorythat leadstothebestandmostdesirableoutcome.

Socialandemotionalcompetencepreparesstudents tolearn,play,work,andformfriendshipsand relationshipsinschoolwithpeoplewhoaredifferent fromthemandtolearntomanagechangemore effectively.Itenablesstudentstobemorecooperative andresponsible,increasinglycontroltheirown behavior,andmakegoodchoicesanddecisionsfor themselves.

At The Westview School, we believe that when students are educated in a nurturing and supportive environment, they learn, grow, and develop a strong sense of self and an appreciation for others.

COOPERATION

Cooperationistheabilityto establishnewrelationships, maintainpositiverelationshipsand friendships,avoidsocialisolation, resolveconflicts,accept differences,andbeacontributing memberoftheclassroomand communityinwhichonelives, works,learns,andplays.

ASSERTIVENESS

Assertivenessistheabilityto takeinitiative,standupforone's ideaswithouthurtingornegating others,seekhelp,perseverewith achallengingtask,andrecognize one'sindividualselfasseparate fromtheenvironmentor circumstances.

RESPONSIBILITY

Responsibilityistheabilityto motivateoneselftoactand followthroughonexpectations, defineaproblem,consider consequences,andchoosea positivesolution.

EMPATHY

Empathyistheabilityto recognize,appreciate,or understandanother'sstateof mindoremotions,tobe receptivetonewideasand perspectives,andtosee, appreciate,andvaluedifferences anddiversityinothers.

SELF-CONTROL

Self-Controlisbeingableto recognizeandregulateone’s thoughts,emotions,and behaviorsinordertobe successfulinthemomentand remainonasuccessfultrajectory.

LEARNING TO SOCIALIZE

FLY FIVE AT WESTVIEW

Through a generous grant from the EANS Program,TheWestviewSchoolpurchasedtheFly Five Social Emotional Learning Curriculum to supportstudentsinKindergartenthroughGrade 8 in their acquisition of academic, social, emotional,andbehavioralskills.

The C.A.R.E.S. Standards are based on the five social and emotional competencies that were identified through research conducted by the Center for Responsive Schools in 1985. The C.A.R.E.S. acronym comprises the traits of cooperation, assertiveness, responsibility, empathy,andself-control.

As students prepare to go beyond the school walls,theywillfacethepushandpullofsocietal dilemmas. We hope that acquiring these skills will prepare them to be respectful, empathetic, and assertive. Mastering these social and emotionalcompetencieswillalsoenablethemto be empowered citizens who exhibit prosocial behaviors and demonstrate respect for self, others,andproperty.Finally,ourstudentswillbe prepared to manage adversity and meet challenges and difficult circumstances with hope, resilience, and a greater sense of efficacy to solve problems or successfully resolve conflicts.

FORSTUDENTSUCCESS A NURTURED HEART

BY: MICHAEL MCKEE, ED.S., LSSP, NCSP

Since 2013, The Westview School has implemented The Nurtured Heart Approach® to shape interactions with students and support them in ways that make them feel valuable, competent, motivated, and empowered. Support Specialist Michael McKee shares a snapshot of how NHA works and how Westview uses "positive energy" to shape students’ behavior.

The Nurtured Heart Approach® is the philosophy that The Westview School has adopted to help promote positive relationshipsbetweenourstaffandstudents. One thing that is vitally important to understand from the beginning is that the Nurtured Heart Approach is not a behavior managementstrategy,perse.Itisaprogram that requires intention and dedication. Many people who look to Nurtured Heart are looking for interventions to help at school or home, such as a simple adjustment to help address a common but frustrating problem. But those who seek to use the approach temporarilytofixaspecificconcernwilllikely see it fail because that is not what it is designedtobe.

TheNurturedHeartApproachiscomprisedof three main stands. The first is “Absolutely No.”Thisstandmeansthatnegativebehavior should not be “energized.” The purpose of the first stand is to refuse to give “energy” (i.e.,directorindirectattention)tonegativity andnottobecome“energized”inresponseto negative behavior. Even when negative behavior is ignored, most kids can tell they have“hitanerve,”anditisimportantforthe adultnottoshowthat.

While many parents and teachers can “ignore” bad behavior, adults sometimes have a difficult time (even indirectly) not energizingorshowingthatachild’sbehavior has “gotten to them.” The core basis for this standisthatpositivitydoesnotworkuntilwe establishthat“energy”isnolongerprovided inresponsetonegativity.

The second stand is “Absolutely Yes.” With this stand, adults persistently “energize” (read as “provide enthusiastic and specific attention”)othersbyrecognizingsuccessand buildingpositivity.Inshort,makethebestof the time that you spend with children by using sincere acknowledgments and recognitions of appropriate/positive behaviors (ie, “Thank you so much for putting away your toys. That shows me that you are respectful and responsible.”) Sincerityisveryimportantinthisstandasthe child must genuinely believe that you mean what you say. This gives the acknowledgments more “energy.” For this standtobesuccessful,adultsmustshifttheir mindset. Similar to starting a diet or correcting a bad habit, a person has to truly settheirmindtotheideathatitwillworkor elseitwillnot.

e final stand is “Absolutely Clear.” This requires at the adult maintains clear, unambiguous rules d gives brief, “un-energized” consequences when uleisbroken.Thisisthefoundationforthe“reset” at has become synonymous with Nurtured Heart. ther than yelling or preaching when a rule has enbroken,asimple“reset”isgiventoinformthe ild that the expectation is not being met. From ere, the child has the opportunity to correct their havior and get back to conduct that allows them receive“energy”fromtheadult.Tobesuccessful, e response is given devoid of emotion or energy. e“reset”issimplyasignal,andanyotherwordor rase could be used in its place, but it signals a use in engagement that follows a broken rule nce the rule is no longer being broken, the adult enreconnectswiththechild,typicallyinamanner that involves praise or energy (i.e., “Right now, you arenolongerhittingme,eventhoughIcantellthat youarestillupset.Thanksforresettingandshowing such great self-control.”) From there, either the connectioncontinues,oranother“reset”isneeded.

The core of the Nurtured Heart Approach is that a positiveparent-childorteacher-studentrelationship isfundamentalandintegralinhelpingchildrenlearn self-regulation. Without the connection of the positiveenergybetweenthechildandtheadult,the removal of that energy has no consequence. On the flip side, if the child can receive “energy” from an adult for their bad behavior, there is little incentive to change what they are doing. Broadly speaking, adults should focus more of their energy on identifying and acknowledging the positive things thatchildrendothantheydooncorrectingnegative behavior. When done correctly, the Nurtured Heart Approach helps foster positive, successful relationships that will help address and improve manybehaviorproblemsthatariseathomeorinthe classroom.

When done correctly, the Nurtured Heart Approach helps foster positive, successful relationships that will help address and improve many behavior problems that arise at home or in the classroom.

FREQUENTLY FREQUENTLY ASKED ASKED QUESTIONS QUESTIONS

Can I schedule a tour of the school?

Weofferparenttoursofourcampusandareproudtoshow youthegreatworkbeingdoneatourschooleachday PleasereachouttoourAdmissionsDepartmentat713-9731900tospeakwithourAdmissionsDirector.Followinga phoneinterview,wecanscheduleaparenttourofthe school Tourslastapproximatelyonehour

Do you require a formal evaluation as part of the admissions process?

Aninformalobservation,viaZoomand/oranin-classvisit, iscompletedbyTheWestviewSchoolpriortoadmission Kindergarten,Elementary,andMiddleSchoolapplicants mustprovidearecentpsychological-educational evaluationandschoolrecords.Allparentsareencouraged tohaveafullevaluationoftheirchildcompletedbya developmentalpediatricianorpsychologistspecializingin autismspectrumdisorder.Onceenrolled,anupdated evaluationmustbesubmittedeverythreeyears.

Do you offer financial assistance?

Yes FamiliesareencouragedtoapplyusingtheFAST system,foundonourwebsitebelow Assistanceisawarded basedontheFASTneed-basedfinancialanalysisand recommendationofwhatafamilyshouldreasonably contributetowardtuitionandavailablefunds. wwwwestviewschoolorg/admissions

If accepted, what other forms are required for enrollment?

EverychildwhoisadmittedtoTheWestviewSchoolmust haveacompletedmedicalexaminationandimmunization report,andchildrenagesfourandoldermusthavevision andhearingscreenings.Wealsofollowalladditional requiredscreeningsbytheStateofTexas.

Do Westview students wear uniforms?

Whilewedohaveadresscodethatoutlinesclothingthatis appropriateforschool,Westviewstudentsdonotwear uniforms Duetolicensingregulations,allstudentsmust wearaWestviewshirtonfieldtrips.

How do you determine my child’s “grade level?”

AfterKindergarten,specificgradelevelsarenotassigned; studentsprogressthroughLowerElementary,Upper Elementary,andMiddleSchool.Someclassescontainmore thanonecurriculumgradelevelandstudentsareplaced basedontheiracademicandsocialabilities,ratherthan wheretheyarechronologically“supposedto”be Because ofoursmallclasssizes,wegettoknoweachstudentonan individualbasisandunderstandthedynamicsofeachclass.

Is therapy included in tuition?

Licensedspeechandoccupationaltherapistsareonstaff andallowourteacherstohaveaccesstoalltherapy resourcesthatcanbeusedintheclassroom.Therapistsare availabletoworkwithstafftomodifyinstructionand/or classroomenvironmentstoaccommodatespecialneedsof ourstudents Individualoccupationaltherapyandspeech therapyservicesareavailableoncampus;however,these servicesarenotincludedinthecostoftuition.

Where do children go after attending The Westview School?

Ourteachersandtherapistsstarttheconversationabout whereyourchildwillgoafterWestviewlongbeforeitis timetotransition Often,studentstransfertoprivate schoolstomaintainthesmallerclassenvironment Others succeedinpublicschools.Somestudentscontinueonat morespecializedschoolsforstudentswithsocialand/or learningneeds.OurSupportSpecialistswillworkwithyou tohelpyoumakeaninformeddecisionthatwillbebestfor yourchildandyourentirefamily

Do you accept new students in the middle of the school year?

Yes.Westviewhasarollingadmissionspolicy.Studentscan enrollatanytimeduringtheschoolyearifthereis availabilityattheappropriatelevel.Studentsmaybe placedintoawaitpool ifnoopeningsexist

Does Westview offer transportation or bus service?

Wedonotoffertransportation,butmanyofourfamiliesdo formtheirowncarpoolstoassistwithtransportingtheir children.

If you have additional questions, please reach out to the Office of

713-973-1900.

STEP 1: PARENT PHONE INTERVIEW WITH ADMISSIONS DIRECTOR

Duringaninitialparentphoneinterview,ourAdmissions Directorwillgetbackgroundinformationaboutyourchild todetermineifWestviewmightbetherightfitatthis time.

Attheconclusionofthephoneinterview,ourAdmissions Directorwillmakearecommendationtocontinuewith theadmissionsprocessorwilldiscussotherprogram recommendations.Atourofourcampuscanbe schedueldatthistimeaswell.

STEP 2: SUBMIT APPLICATION MATERIALS

Aftercompletingaphoneinterview,parentswillreceive anemailthatcontainsalistofmaterialsneededto completetheirchild’sadmissionsfile

Onceallapplicationmaterials,includingtheapplication fee,arereceived,theadmissionsfilewillbereviewed. Filesarereviewedintheorderofcompletion.

STEP 3: VIRTUAL SCREENING INTERVIEW

Aftertheadmissionsfileisreviewedbyourteam,wewill schedulavirtualscreeninginterviewforyourchild,which willbeheldviaZoom.

Thisscreeninginterviewisashort,informalvirtual sessionwithyourchildandourAdmissionsteamthatwill helpdetermineifyourchildisacandidateforaclassroom visit

STEP 4: CLASSROOM VISIT

Followingasuccessfulvirtualscreeninginterviewand recommendationoftheAdmissionsCommittee,a classroomvisitisscheduled Prospectivestudentsvisitin oneofourclassroomsforonefullday

Duringtheclassroomvisit,prospectivestudents participateinallclassroomactivitiesscheduledforthat day MembersofourAdmissionsCommitteewillobserve intheclassroomduringthechild’sclassroomvisit.

STEP 5: ADMISSIONS DECISION

Thefinalstepinouradmissionsprocessisameetingof ourAdmissionsCommitteetomakeadeterminationof Westview’sabilitytomeetyourchild’sneedsatthistime

Ifaccepted,anenrollmentcontractwillbeissued The contractandenrollmentfeewillbeduetosecureyour child’sspotatWestview

Ifyourchildisacceptedbutnospacesareavailableinthe appropriatelevel/class,yourchildwillbeplacedintoa waitpoolandparentswillbenotifiedwhenthereisan appropriatevacancy.

Ifnotaccepted,ourAdmissionsteamwillprovide recommendationsforalternateprograms/settingsthat maybeamoreappropriatefitforyourchildatthistime.

**Children are admitted to The Westview School on a six-week trial basis Some children have academic, emotional, behavioral, or medicalneedsthatcannotbemetinourenvironment.Insuchacase, afamilywillbesupportedinfindingalternateprogramsthataremore capableofmeetingtheirchild’sneeds**