about
Educational Philosophy and Program Description
The Springstone Community High School (SCHS) serves students with neurocognitive challenges that affect their ability to organize and prioritize information and to make meaningful social connections. We believe our students will develop strategies for use in academic and social settings if they are part of a community that understands, accepts, and challenges them.
Executive function disorders are defined by processing deficits that negatively impact consistent academic production and favorable social outcomes. The Springstone program integrates pragmatic language, occupational therapy, organizational skills and life skills in the academic classroom as well as in activities that take place out in the community. The program aims to strengthen skills by emphasizing process to improve production.
SCHS students learn organizational and planning skills within the context of a rigorous high school curriculum that exceeds the framework of the California content standards. Small structured classrooms allow for individualized instruction, collaboration, discussion and conversation within multiple modalities. We use a wide variety of written materials including textbooks, journal articles, and web resources. Students have access to electronic media such as videos, books on tape, music, interactive websites, and computer software.
SCHS emphasizes the use of technology as an educational tool. Classrooms are equipped with laptop computers, computer projectors, wireless internet, access to a shared network, and overhead projectors. Our students use laptop computers for concept-mapping and written activities. A shared network allows students to store and retrieve documents in folders that are organized by grade and class.
Occupational therapy is integrated throughout the program and sensory motor strategies are implemented into the school day in several ways. Strategies and tools are available for use during the transition between classes and during class as needed. Our occupational therapist works with teachers and students to develop strategies to maintain focus and attention, decrease anxiety, and enhance social interaction.
The SCHS Community Access Program, designed by the co-founders of the school, challenges students in both academic and social endeavors. Students acquire and practice pragmatic language skills during academic and elective classes, and during daily experiential activities. Approximately every six weeks, students participate in a weeklong Community Access Program where they practice and use life skills that have been previously addressed.
Each student’s individualized Community Access Program helps him or her to develop self-awareness, social-awareness and decision-making skills through group and individual activities. Activities and instruction occur both on and off campus and serve to promote life skills development and to enhance academic knowledge. These activities focus on conversation, vocation aptitudes, critical thinking, self-advocacy, recreational interests and volunteer work. During tenth and eleventh grade, students set career objectives. They survey college and vocational training programs and practice the life skills necessary to achieve their goals. Students are assisted in finding after-school jobs and/or volunteer opportunities. During eleventh and twelfth grade, this transition work intensifies in daily experiential group seminars.
We have the following goals for all our students:
- Acquire a common core of broad and diverse knowledge;
- Plan, start, finish and evaluate individual and collaborative efforts
- Demonstrate effective communication skills
- Demonstrate responsibility, flexibility, resiliency in personal, school, and community contexts.
- Develop self-advocacy and self-management skills to achieve school and life success.