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  • 20 Jun 2018 3:09 PM | Anonymous member (Administrator)

    The weather the past few days seems to indicate that summer has finally arrived. As we all know, summer in New England is a special season of the year, providing us with many opportunities to spend quality time with our family and friends.

    As school closes on June 21st for students and most staff, we can now reflect favorably on a school year marked by a vibrant teaching and learning dynamic; student growth in core content knowledge and essential skills development; engagement by many students in activities, athletics, events, and Special Olympic competitions; and many initiatives designed to advance the mission, the educational program and facilities enhancements at LPS.

    Everyone here at LPS wishes you a joyful and safe summer! We look forward to welcoming everyone with the opening of school for students on Monday, August 27th.

    Sincerely,

    Ted Sharp, Interim Executive Director


  • 07 Jun 2018 7:49 AM | Anonymous member (Administrator)

    As we reflect on the process of administering MCAS this spring, we are increasingly aware of how challenging it is for our students. Thinking through the factors that make MCAS so difficult remind us once again that using MCAS scores to show progress is not effective, especially in the EMS. Here are our top 5 reasons that MCAS is extra hard for our EMS kids:

    1. It is a grade level test. Most of our students are not yet at an independent grade level for Math or Reading Comprehension; yet what they are asked to do is independently compute, comprehend, answer, write, and perform at grade level.
    2. Accommodations are not modifications. A lot of thoughtful time is spent at IEP meetings discussing MCAS accommodations that will help students better access components of MCAS. For example, a Read Aloud accommodation may bypass decoding difficulties, but students who are not comprehending on grade level are still going to struggle. Typing may be easier for a student than physically writing, but a student may still struggle to understand the question being asked because they didn’t understand the grade level passage.
    3. They can’t be reminded of their strategies. Some of the strategies that teachers put into place every day in the classroom can’t be used on MCAS. For example, teachers can’t tell students go back to the text, add more information, look at this key word, think before answering during the MCAS testing session.
    4. Students rush. MCAS is long and not fun, and students want to be done. Without a teacher guiding them (i.e., telling them to look back, re-reading multiple times, helping them understand key points), many students race through so they can be done. One student was observed to say, “I know that MCAS doesn’t really count until 10th grade. So I’m not really going to try. I just want to be finished.” Some students mention that their parents have given them that message as a way to decrease anxiety surrounding the test. We say, “MCAS is a do your best test,” and explain that MCAS at any level is a great way to get practice for the 10th grade test. However, while we consistently remind students to do their best, we cannot guarantee that they will.
    5. Burnout happens. In addition to the length of the test making students speed up to finish, students get burnt out quickly. Even students who can fully comprehend and compute at the beginning tend to fade as the test continues. Students have been observed to fully plan their first open response (use a Thinking Map, make an outline, edit their draft) and yet by the last open response they simply write a few words because of fatigue.

    All this is being shared in a way to help shed a light on the challenges that our students face with MCAS. MCAS scores should not color your understanding of the real progress that students are making every day at school. For now, we all get a break until next year.


  • 21 May 2018 8:24 AM | Anonymous member (Administrator)

    As I write this State of the School report it is a beautiful spring day and the recent landscaping improvements have significantly improved the presentation of the buildings and grounds at LPS. We have received numerous compliments from members of our community on the enhanced plantings, gardens, and walkways that were completed during the April vacation. The message to those who are members of our community and to those families contemplating enrollment is that LPS is proud of its accomplishment and enthusiastically invested in its future.

    This State of the School message will focus on the Educational Program, Personnel, Infrastructure, Institutional Advancement, Finance, Community Relations, Students, and Governance and Administration. Learning Prep School is committed to providing a highly effective, substantive educational experience for all students. With this commitment, a highly-qualified staff, a well-formulated curriculum, and an infrastructure to support teaching and learning is essential.

    Every six years, we have a responsibility as an approved Chapter 766 Private Special Education Day School in Massachusetts, to develop and submit for approval to the Department of Elementary and Secondary Education (DESE), a Program Review and a Reconstruction Plan. Our Program Review, in essence a self-study, was developed and submitted to DESE early in the fall of 2017. It was approved by DESE and a hardcopy of this Program Review is available for inspection here in the Administration suite at LPS. Subsequent to receiving that approval, we began to develop the Reconstruction Plan for LPS. This plan, once approved by DESE, will guide our work for the next six years. This is an expansive and detailed plan that addresses program, personnel, infrastructure, finance, and attendant components of an educational institution. As such, the drafting of the plan involved countless hours of engagement and interaction with DESE and LPS leadership. Subsequent to Board approval, the plan was recently submitted to DESE. The plan has an educational and a financial component. Once DESE approves the educational plan, the financial plan will be submitted to the office of Operational Services Division (OSD) for review and approval. The preliminary feedback on our Reconstruction Plan has been constructive and positive and we expect to receive final approval by July, 2018. Once that approval is granted, we will proceed with the implementation of our Reconstruction Plan.

    Throughout the 2017-2018 school year our focus has been on the institutionalizing of best practice in every facet of our work at LPS. The mission and educational program of highly effective and highly efficient schools reflect and are congruent with the policies, protocols, and practices that define and codify the essence of the school. Schools that fail to accomplish this are at the mercy of being driven by the “cult of personality”, that is, by the staff present at any point in time. The problem with this approach is obvious, when that staff moves on, the program is at risk.

    Current and Ongoing Focus Points and Initiatives

    Educational Program

    As articulated in the school’s Mission Statement, Learning Prep School provides an individualized language-based learning program in a safe, secure, and structured environment. This approach enables students to develop competency in oral and written communication. These competencies are integrated throughout the academic program, the skills for life program, and positive social pragmatic work. As such, the students expand and enhance their understanding of core content knowledge, as well as the acquisition and refinement of skills required to navigate the challenges and avail themselves of the opportunities they will likely experience in life.

    We have developed a comprehensive Curriculum/Instruction/Assessment/Data Analysis protocol designed to ensure the ongoing development, review, and assessment of all content areas. This is a focused, collaborative effort of teachers and administrators engaged in the design and development of a written document that clearly and succinctly describes the core content, essential skills, and assessments for each grade level course. The result is a well-articulated scope and sequence for all subject areas, grades 3-12. This is a four-year review and renewable four-year cycle and it will begin with English/Language Arts and Math for school year 2018-2019 and 2019-2020.

    We are the recipient of a $100,000 grant to renovate our greenhouse facility and to rejuvenate our horticulture program.  The renovation and the program will be operational for the 2018-19 school year. This program provides students with an understanding of horticulture, of the protocols attendant to managing a business, community involvement, and the farm-to-table initiative.

    We are also focused on Student Citizenship as the underlying principle of helping our students to understand why societies and institutions develop laws, rules, and regulations to govern our behavior. At the heart of all successful schools is a healthy, vibrant culture that is based upon the core beliefs of the institution. These core principles are embedded in a code of conduct that define and advance the core beliefs of the school. At LPS these five core principles are respect, responsibility, honesty, caring, and compassion. These values are integrated throughout the educational program of the school. The goal of the program is to promote an understanding, appreciation, and modeling of what it means to be a good person and to contribute to the common good.

    Other focus points include the refinement of the Transition Program including the preparation for post-secondary education placement and career placement; the work study/skills-for-life program; and exploration with several other 766 schools on the viability of providing opportunities for interschool engagement in athletics and activities.


    Personnel

    LPS is dedicated to the proposition that professional development is essential to highly effective instruction and to the content and the utility of the educational program of the school.  We have developed a belief statement and protocol to guide all professional development at LPS. We believe it must be collaborative, involving a sharing of knowledge among educators and a focus on teachers’ communities of practice rather than focusing exclusively on individual teachers. It must engage teachers in discrete tasks of teaching, assessment, observation, and reflection that illuminate the process of teaching and learning. It must be grounded in inquiry, reflection, and experimentation. It must be connected to and received from teachers’ work with their students.

    The membership of the senior leadership team has been transformed with new appointments for the positions of Executive Director, Chief Operations Officer, and High School Principal. The latter two positions have been filled internally, ensuring continuity of leadership and knowledge of LPS. We are currently engaged in a search for the next Director of Development and we have appointed an Interim Director of Admissions for the period September-December, 2018 to cover a maternity leave. The new Supervisor of Transition Services was also hired this year with the intent to refine and expand opportunities for our students as they prepare for post-secondary placements.  During the course of this year we have had the normal turnover of staff, each one due to the relocation of a spouse/significant other or a medical/maternity leave.

    We have refined our comprehensive annual evaluation system for all LPS staff. This includes establishing annual goals, workplace observations, and periodic conferences with supervisors. We have completed a review and attendant modification of the search and hiring protocol that governs all faculty and staff hires.

    Infrastructure

    We have developed a three-year maintenance and capital plan for the school that will be instructive in the development of the annual operating budget. We are continuing to replace carpeting throughout the buildings, lower the ceilings to improve acoustics, and refinish all of the wood doors. During April vacation new lighting was installed throughout the facilities. As stated earlier in this report, we have improved the grounds by creating new gardens, planting new shrubs and flowers, mulching all gardens, and installed an irrigation system for the front of the school facing Washington Street. The final phase of this facelift will be the installation of a new fence (white) around the playground area which will be done in a few weeks. Not only does this landscape initiative provide improved curb and aesthetic appeal, it also serves as a marketing statement and demonstrates school pride. Plans for the renovation of the greenhouse are advancing with the opening of this renewed facility schedule to coincide with the opening of school year 2018-2019.



    Development, Marketing, & Alumni Relations

    The Office of Institutional Advancement includes Development and Alumni Relations

    The Office of Development and the Office of Admissions collaborate with respect to the marketing of the school. The Office of Development assumes a pivotal role and responsibility in securing funds to support the operational budget and program enhancement, not feasible through tuition revenue alone, by cultivating mutually beneficial relationships with the school’s stakeholders and philanthropic entities. We continue to create various platforms designed to advance awareness and appreciation of the school. Private schools and universities depend on a robust annual fund to complement tuition revenues and LPS is no different in its need to secure that support. It is in that context that we continue to focus on increasing the number of donors to our Family and Friends Fund, as well as increasing the amount of those contributions, each year. We are rejuvenating our Alumni Association and will begin the practice during Commencement of presenting a certificate of membership to the LPS Alumni Association and establishing opportunities for the alumni to connect with the school.

    The Office of Institutional Advancement also includes Admissions and Marketing

    LPS established an Office of Admissions and the position of Director of Admissions in 2016. This was the first time that resources were allocated solely for that purpose. This initiative was long overdue and critical to the school’s long term viability, as it would be for any private educational institution. Our focus is to attract and enroll mission appropriate students, students whose needs and interests we know we can serve well. We are continuing accurately and assertively to market the school through a myriad of social media tools, attendance at select venues to expand awareness of LPS and to attract interest among potential applicants. Attendance at our Open Houses over the course of this school year has been strong and we are looking forward to welcoming a number of new students for the 2018-2019 school year. We are very appreciative of the support that we have received from some dedicated parents who continue to be wonderful ambassadors for LPS.

    Finance

    Ensuring financial stability and accountability is the highest priority for the school. The Board, the Executive Director, the Chief Financial Officer, and the Chief Operating Officer have the primary responsibility for this work. We have established protocols and policies to secure and sustain financial stability through the efficient and effective stewardship of funding resources that support the mission, the educational program, and the operation of the school. Given the decline in enrollment over the past few years, due in large part to the decision of the public schools to educate children with mild to moderate learning disabilities in the district, tuition driven revenue has declined, as well. The enrollment several years ago was 280 students compared with 200 students currently enrolled.  If one does the math, loss of 80 students X $42,000 tuition, it is easy to comprehend the financial impact of that decision on LPS.

    Tuition receipts for private schools leave little room for discretionary spending. Eighty-five percent of operating costs are typically used for salary, taxes, and fringe benefits; twelve percent of operating costs are used for contractual and facilities related expenses including audit fees, legal fees, rent, utilities, maintenance and property and liability insurance. This leaves about three percent of operating expenses for discretionary spending including program resources, professional development, and contingencies that may arise over the year.

    Unlike most private schools, Chapter 766 schools do not have the option to establish tuition annually, except for the state adjusted Cost of Living Allowance. Furthermore, 766 schools are not allowed to significantly modify how they spend their funding. Tuition, staffing levels by position, average salaries, and operating expenses are established and monitored by the Massachusetts Department of Elementary and Secondary Education (DESE) and the Massachusetts Operational Services Division (OSD). Tuition and spending levels are reset every six years as a result of a process with DESE and OSD called Program Reconstruction. Learning Prep School has applied for Program Reconstruction effective with the 2018-2019 school year.

    Private schools, Chapter 766 schools, colleges, and universities engage in fundraising to secure the funds required to complement tuition-driven revenues. This enables these institutions to provide a high quality educational program. In recent years, Educational Foundations have been established in towns across the Commonwealth to raise funds for public schools to complement tax-driven revenue.

    Moving forward we expect to stabilize enrollment in the range of 190-210 students and we are aligning our program and resources with those numbers. We are very comfortable that with DESE approval of our Reconstruction Plan the viability of the school is on a firm foundation.

    Community Relations

    Among our initiatives this year is the establishment of the Partners In Education (PIE). The intent of PIE is to cultivate and nurture a strong sense of community, to advance good will, to facilitate the exchange of information and ideas between the school and parents, and to promote and enhance the character, culture, and values of the educational program. An Executive Committee of five parents and five school administrators serves in a leadership capacity for PIE. The initial meeting of the PIE Executive Committee was held on May 10th and we are enthusiastic about the capacity and the dedication of this partnership to advance the interests of LPS and, in doing so enrich the teaching and learning experience at the school. The PIE Executive Committee also has responsibility for the Parent Advisory Group meetings, two of which are required each year by DESE. We have expanded that from 2 to 4 meetings each school year, one each quarter, beginning with school year 2018-2019. DESE states that the PAG shall engage the school on education, health, and the safety of students. These meetings focus on the accomplishments, the challenges, and the opportunities attendant to the educational program at LPS and provide a forum for the exchange of ideas.

    We have been very engaged in the cultivating and sustaining an active presence in the Massachusetts Association of Approved Private Schools (maaps), including my recent presentation to the Maaps Board on the mission and program of LPS. Representatives of LPS are active participants in conferences and events focused on the interests of 766 schools, and cultivating and sustaining relationships with other educational institutions, NGOs, corporate entities, small businesses, DESE, the Massachusetts legislature, and philanthropic foundations and individuals. Recently, we hosted a delegation of key legislators here at LPS to update them on school programs and other salient and timely topics. I have also met with the leadership of the Massachusetts Superintendents Association and sent letters to each Massachusetts Superintendent and Special Education Director informing them of our intent to be a steadfast partner in meeting the needs of children with language-based learning disabilities. Each of these initiatives is designed to advance the mission, the program, and the reputation of LPS. This outreach and participatory initiatives have been very positively received.

    Governance and Administration

    The Board of Directors and the school have established a sound working relationship based on mutual respect and trust. The protocols that serve as the guide for the Board and the Head of School are aligned with the Principles of Good Practice of the National Association of Independent Schools (NAIS). The Board is a self-perpetuating governing body. One of the Board committees, the Committee on Trustees, is charged with the responsibility to identify people who can bring “Time, Talent, & Treasure” to service on the Board. The Board also has a Finance Committee and a Committee on Institutional Advancement. The latter committee has responsibility to work closely with the LPS Office of Institutional Advancement (Development & Admissions) to advance the interests of the school through the cultivation of a healthy annual (Family & Friends) fund and by achieving a robust student enrollment each year.

    The Board, the Head of School and the senior administrators work collaboratively to ensure financial stability for the school. They also establish the policies that govern the school’s operations and program. Unlike public school boards, as the Board of a private school, it is not involved in the daily operations of the school, the educational program, or the hiring of personnel, other than hiring the Head of School.  That said, it is responsibility of the Head of School and the senior leadership to keep the Board informed of the salient and timely issues, challenges, and opportunities that the school is addressing.

    Students

    The Class of 2018 is focused on Commencement, Friday, June 1, 2018. This class has made numerous substantive contributions to the school and the members are now poised to take the next step in life’s journey. We shall miss them and we look forward to their return visits as alumni to LPS.

    The primary focus of the staff and the administration is to ensure that all students have access to an educational program and experience that enables them to acquire the competence and the confidence to achieve their aspirations and to have a meaningful and rewarding life. Our intent is to make sure that our programmatic resources and services are integrated, seamless, and individualized as this enables them to more successfully navigate the journey as they progress through the grades at LPS. We are in the midst of planning to further improve, expand, and refine our career services program. This includes providing transition opportunities, post-secondary placements, and career preparedness that are aligned with the ever-changing landscape for career opportunities in today’s world. We are also engaged in plans to design a Senior Year II program that is distinctive from the Senior Year I program. More on this initiative will be forthcoming.

    We have established the Blue/Green Spirit Program, designed to enhance a healthy school culture and school spirit by providing opportunities for all students (and staff) to engage in friendly competitions throughout the school year. Each student is either a member of the Blues or the Greens (school colors) and has a t-shirt with LPS: Proud of It! Part of It! The feedback from students and staff has been very positive. Students serve with staff on the Blue/Green Committee that has the responsibility for planning these events. Students also serve on the Wellness Committee and are also taking the lead in a recycling program initiative. We are actively encouraging student voice by providing them with opportunities to engage in activities, events, and service on committees. The recent participation of students who were engaged in peaceful and silent protest over the school shootings in our country was the result of student initiative and planning. Student Council and other clubs are providing opportunities for leadership, self-reliance, and collaboration with others.

    Earlier this spring we invited several 766 schools to join us in exploring the idea of establishing an association of schools dedicated to promoting opportunities for our respective students (middle and high school) to engage in friendly athletic competitions and events. Our first event will be a soccer field day to be held on October 25th, followed by a basketball field day during the winter 2019 and a Frisbee field day in the spring 2019. Details on these events will be forthcoming. It is our intent to expand these opportunities in subsequent years.

    We are also in the early stages of exploring the idea of implementing an expanded intramural program here at LPS that will provide opportunities for our students to engage in friendly athletic competitions and other activities. Our intent is to provide some of these activities beginning with the 2018-2019 school year.

    It is important to note that LPS does not sanction or administer Special Olympics athletic teams and events, as that is the responsibility of SOMA (Special Olympics of Massachusetts). That said, we do wholeheartedly appreciate the dedication of parents and others who offer their services as coaches and supporters of the various SOMA programs and we encourage our students and families to participate in them.

    The juniors and seniors participated in the annual financial literacy workshop with volunteers from Price Waterhouse (PWC). The workshop focuses on various areas of responsibility that we all assume in life including transportation, clothing, and housing, among many others. PWC staff, as well our transition staff work with our students and student feedback is always positive.

    Finally, with the advent of the new school year we will fully integrate the new “Student Citizenship” initiative as the foundation for our student behavior program. School communities are a microcosm of the larger macro community, the society in which we all live. Humankind has long recognized that we must establish parameters of conduct that enable us to live together (rules, regulations, & laws). School communities must do the same. In a democratic society these parameters of accepted behavior define good citizenship. In essence, if you abide by and promote these expectations, these laws, you are considered a person of integrity, a person likely to contribute to the common good. This approach emphasizes the importance of seizing student misbehavior as a teaching moment, as an opportunity to make a constructive contribution to the life of a child. This initiative is defined by a code of conduct for all members of the school community, a code that is embedded in all aspects of our educational program. The code at LPS includes the core values of respect, responsibility, honesty, caring, and compassion.

    Summary Statement

    Highly Effective, highly efficient schools are dedicated to the premise that they always need to be engaged in conversations designed to enrich and expand the educational program and all attendant components of the school. We are dedicated to this proposition at LPS. Schools need to be data driven, using analysis of data to make informed decisions about program, teaching and learning, human and financial resources, infrastructure, and operations. This is an approach we are using to advance the interests of LPS. The most important question we ask ourselves before making a final decision is critical. That question: Is the decision we are about to make in the best interest of our students? If not, we go back to work until we can respond to that question in the affirmative. Parents have entrusted their child to us and we take that responsibility most seriously. No educational institution is without its challenges, but please be advised that at LPS we view challenges as opportunities to become an even better school.

    I look forward to our work together during the next two years!

    Respectfully,



  • 09 May 2018 8:55 AM | Anonymous member (Administrator)

    Resiliency is defined as the capacity to recover quickly from difficulties. Students with learning challenges face a variety of difficulties everyday which span academic, social, and emotional realms. Peer relationships can be particularly challenging as perceptions, and expressive and receptive language issues can cause misinterpretations of social exchanges. Prior experiences combined with these other factors can hinder the development and sustainability of positive peer relationships. As such, students can become dependent on adults to intervene and solve peer issues for them. While this dependency has a place at times, our goal is move students towards self-determination and independence. Building resilience is essential for this to occur and is best accomplished through collaboration with students, families, and supportive staff at school. This resilience helps to prepare students to handle future relationship issues and develop positive friendships beyond the supportive environment at LPS. Over the years, we have identified some points for students and families to help build resilience in this area :

    For Students:

    • Demonstrated respect and kindness for one another
    • Use the phrase “I don’t want to be involved” to keep out of issues not involving you
    • If you can’t say anything nice, don’t say anything at all.
    • Texting, Snapchat, Instagram, Youtube, etc. should not to be used to engage in arguments or insults
    • Not believe that someone said something negative about you unless you hear it yourself
    • Be open to making new friends
    • Understanding that not everyone needs to be friends with everyone else, while respecting the feelings of others
    • Accept responsibility for your part in conflicts and apologize
    • Talk to parents about concerns that happen outside of school hours and ask for help in solving the issues
    • Be OK with your friends having friends that you are not friendly with
    • Understand that not everyone needs to be friends with everyone else, but we need to respect the feelings of others
    • Focus on your reason for being at LPS, which is to be a learner
    • Understand that friends sometimes disagree or even argue. They also work through their problems and forgive
    • Understand the difference between peer conflict and bullying
    • Understand that issues can’t always be solved right away. We all have uncomfortable feelings at times and it is important to be able to “sit” with them until they can be addressed
    • Not every issue will be resolved the way you want them to be.
    • Identify and focus on your strengths
    • It’s OK to fail, it is how we learn

    For Families:

    • Monitor all technology usage on a regular basis and address issues immediately
    • Talk to your children about proper communication with others via technology
    • Friendships change. As children get older, it is developmentally appropriate to choose people with whom they have similar interests and are at a similar social/emotional maturity
    • There are always two sides to a story. Your child may be concerned that you will find out about their role in a conflict
    • A learning disability combined with becoming and being an adolescent is incredibly challenging!
    • Acknowledge their strengths and encourage participation in a variety of settings
    • Students often make mistakes in communication while trying to figure out friendships. Consider the intentionality when discussing with your children
    • Refer your child to an outside counselor if their needs exceed the boundaries of school-based counseling
    • Model healthy relationships
    • Help develop and encourage the practice of coping skills to manage uncomfortable feelings
    • Develop optimism
    • Help “scale the problem”. A “5” is an emergency that simply cannot wait! A “1” can be solved independently

    For more information, please see the following resources:

    https://www.newyorker.com/science/maria-konnikova/the-secret-formula-for-resilience

    https://www.healthychildren.org/English/healthy-living/emotional-wellness/Building-Resilience/Pages/Building-Resilience-in-Children.aspx

    Building Resilience in Children and Teens: Giving Kids Roots and Wings, by Kenneth R. Ginsburg

    Letting Go with Love and Confidence: Raising Responsible, Resilient, Self-Sufficient Teens in the 21st Century, Kenneth Ginsburg, M.D. and Susan Fitzgerald

    Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child, Robert Brooks and Sam Goldstein


  • 27 Apr 2018 8:43 AM | Anonymous member (Administrator)

    LPS believes in educating students for life. Students don’t live in a vacuum, rather in a community, influenced and affected by parents, teachers, community members, peers, siblings, extended family, and more. All of these people have an impact on a student’s life. With that in mind, independent skill building for our students is something that involves this community, as a whole. By working together, we can expand the opportunities for our students and allow them to experience more of what the world has to offer.

    During the school day at LPS, a portion of our classes are designed to expose students to independent living skill topics. While we are able to plan activities for the students to participate within the classroom setting and during field trips, there are more real-life opportunities outside of LPS. These experiences help to increase self-confidence and can be explored by encouraging independence, giving students opportunities, involving them in planning, giving them choices to problem solve, involving them in household chores, exposing them to different environments, to name a few. It is never too early or too late for families to implement these strategies and help their child feel a sense of pride and accomplishment, even if it is just selecting their own clothes or making their own doctor’s appointment as they get older. Utilizing our resources and taking advantage of everyday teachable moments can go a long way, ensuring that our Learning Prep students will have a meaningful life.


  • 04 Apr 2018 8:40 AM | Anonymous member (Administrator)

    It is an easy thing to say “Social Thinking is incorporated into all aspects of the Learning Prep day” but what does that really look like?

    Social Thinking is a concept developed by Michelle Garcia Winner. She recognized that for some people it is hard, if not impossible, to pick up on the “unwritten social rules of society” just by watching. She knew that for some people these skills needed to be explicitly taught and this teaching should not occur in isolation but should be everywhere. That is why in 2012 LPS took on the mission of training every staff member in Social Thinking. Michelle Garcia Winner believes that there is a social component to every aspect of a student’s academic day and the best way to target these skill deficits is in the moment.

    Social Thinking shows up in all sorts of ways at LPS. While all students are learning the “why” behind the social behaviors we are trying to coach, the manner in which we teach to the different grade levels shows up in different ways and is tailored to their developmental level. All students are learning that there are behaviors/actions that are “expected” and “unexpected” and that people around us have thoughts about what we do and how we act. Some examples of everyday activities where Social Thinking skills come into play at LPS are:

    • Basic ready-learner classroom skills involve listening with your eyes, ears, brain, body and heart.
    • In Reading Comprehension class character and plot predictions require you to “think about how someone else might be feeling” or put yourself in their shoes.
    • Bake sales provide wonderful social thinking opportunities to practice being aware of how much time one typically should take when standing in front of several long tables of wonderful treats trying to make your selections (making swift selections is not an easy task.) Making eye contact with your server when you have made your choice is a signal that you are ready to order. Additionally, students practice money management skills and need to manage asking how much they owe, paying for their treats and knowing when they need to wait for change.
    • Fun days such as “Silly Sting your Principal push the students to the limit of flexible thinking to help all the students understand that while this might be a situation where someone might be mad (if you surprised them by silly stinging them in the face) this is not one of those times as we agreed to do it, it was for a good cause, and we were not going to be mad. Teaching the concepts of good-natured fun is a challenge as the definition changes depending on the situation and the age.
    • Fun Days such as PJ day, hat day, Red Sox Opening Day, crazy hair day, etc. help our students develop more flexible thinking, as well as challenge their social thinking skills. “Is it expected that I would wear this today?” “Yes, because that is the plan but it would not be expected to go to work or a meeting on a different day dressed this way.”
    • In all classes we may ask students to “make a smart guess” when we want to encourage them to take a chance and use the information they know to answer question.
    • In the cafeteria, where all tasks are unstructured, we ask students to think socially the entire time - finding a seat - seeing that someone has their backpack on a seat to save it, turning their body towards another student, so the other person knows you are interested and using the “social fake” when you are not interested!
    • Being a “Social Detective”, as Michelle Garcia Winner calls it - “reading the room” - having students figure out what is expected of them by looking at what other people in the room are doing and then doing the same.
    • We make “smart” and “wacky” guesses all day long, because MOST social situations don’t have written rules to follow - we need to try and understand another person’s perspective in order to interact with them and have them have good feelings about being around us. It is NOT good enough to simply memorize social rules and follow them - we need to understand WHY we are acting a certain way in one social situation and why we are doing something different in the same situation - for example it is “expected” to wear a swimsuit at the beach, but very “unexpected” to show up in school in a swimsuit.
    • We ask students to use their Social Thinking skills in classes to monitor their talk time, “read the room” and know when it is time to get to work, or hold their “bubble thoughts” when others are talking.

    The fact that Social Thinking is addressed by every staff member creates many opportunities for students to learn as they go in a non-judgmental manner. Having the common language Michelle Garcia Winner provides with Social Thinking allows students to learn these skills throughout their day in every class and with every staff and student. This learning/teaching carries over into the less structured parts of their day which is where we see the greatest need for support. Simply teaching social skills is not effective. We need to prepare our students for life, just as our motto says. We need to teach students to THINK socially in order to have positive interactions with others. That’s what we do, all day long!


  • 21 Mar 2018 11:31 AM | Anonymous member (Administrator)

    I want to share with everyone what highly effective schools do to advance character education and why it all matters! Walter Lippman, an American writer said that good character and ethical behavior are not transmitted through our genes rather we have to work at it. William James, an American philosopher contributed to this idea by telling us that we are who we are as a result of habits that we cultivate during the course of our life, particularly during our formative years.

    The integration across school’s educational program of the core ethical values, including but not limited to respect, responsibility, honor, compassion, courage and empathy, is essential to the development of everyone that is part of the learning community (students, staff, parents). Our most important responsibility is to do all that we can to enable each child to be a person of great integrity and to understand that we all have an obligation to contribute to the common good.

    Core ethical values are widely shared, pivotally important beliefs that form the basis of good character. They meet the tests of reversibility (Would you want to be treated this way?) and universality (Would you want all persons to act this way in a similar situation?) Core values tend to be interpersonal in nature (How we act with and towards others) rather than personal (Relating to individual issues).

    Core ethical values may be defined as the basic principles, characteristics, and ideals that we use to make decisions and judgments in our lives. Many people will add to this definition stating that they are unchanging, essential tenets by which all of us are obliged to live.

    Core ethical values should deal with issues of right and wrong, and they are a matter of obligation. They do not relate to issues of personal preference, taste, or opinion.

    Core ethical values affirm our human dignity, help us to maintain our rights and the rights of others, and nurture the character development of young people. They are educationally significant because they may advance student academic achievement and prepare them to be good citizens, productive workers, and ethical human beings. Core ethical values not only define who we are, they exemplify our character traits.

    Character traits are the inner qualities of an individual that are exemplified in behaviors or incline the will to choose right over wrong. Character traits are the basic features of who we are, on our own, in relationship with others, and through our relationships with others within our community, the nation, and the world. In essence, they enable us to do the right thing even when no one is watching. If our personal reputation is the most important thing we have, and I believe that it is, and if we want to be judged by the content of our character, and I believe that we do, then taking seriously our responsibility to assist young people to both model and to become stewards of good citizenship must be our highest priority.

    The goal of highly effective schools is to make core ethical values an integral part of the school experience: this includes modeling ethical behavior, open dialogue about ideas and issues that have ethical significance, relationship building based on relational trust, and celebrating the school’s core ethical values, guiding principles, and shared standards of ethical conduct. This work is, of course, nuanced to the age, grade, and comprehension level of the students

    I encourage you and your family and you and your colleagues to engage in the following exercise.

    Make a list of the values you believe are most important to your life.

    • What do these values mean to you?
    • What characteristics do these values have in common?
    • Are they the same values that you would like to be taught in schools? Why or why not?
    • Why do you believe that it is important to teach core ethical values in school?

    LPS is dedicated to helping each member of the school community to be a person of integrity and to contribute in significant and timely ways to the common good. It is to that end we focus on both the cognitive and the affective development of our students. This mission is most effectively achieved when the school and the parents work as partners in the education.


  • 06 Mar 2018 8:36 AM | Anonymous member (Administrator)

    In 2002, Learning Prep School began implementing a new system of visual tools into our elementary through high school curricula. These tools, called Thinking Maps, are an exciting way to teach students to think on their own and process information independently. They were developed by Dr. David Hyerle in 1988 and are based on the fundamental thinking processes. Every person analyzes information in eight different ways: defining, describing, comparing/contrasting, classifying, breaking down into parts, sequencing, examining cause/effect, and establishing relationships between things. Thinking Maps are visual tools for understanding and mastering these eight thinking processes in a way that is clearly defined and common to teachers and students alike.

    After students become fluent in Thinking Maps, they are able to apply multiple thinking skills to problem-solve and develop higher-level, abstract thinking. By implementing this program school-wide across the curricula, students learn more effectively and efficiently, thus enabling learning objectives to be covered in less time and with greater retention. In addition to promoting integrated thinking and interdisciplinary learning, Thinking Maps are utilized by teachers to assess student progress, gauge student knowledge, track student performance, and even assess their own lessons as they discover what students have learned from class.

    These amazing tools comprise a visual language that works in every grade, in every subject, and at any level of academic activity. Students are able to organize and see their own thinking; teachers can then use the completed maps to observe the students’ thinking processes.

    Thinking Maps have been used at Learning Prep consistently since September 2002, and the results have been notable. Benefits that have become apparent throughout our school include:

    • Students and teachers share a common language that improves communication and facilitates the learning process.
    • Students are developing a higher level of thinking (application and evaluation) while working on recall and comprehension skills.
    • Many students’ attitudes have become more positive toward learning.
    • Most students have demonstrated improvement in their ability to organize thoughts.
    • The quality of learning has been taken to a higher level, as activities have become more meaningful and relevant.
    • Many students demonstrate a greater retention of knowledge.
    • Improved quality and increased quantity of writing has been observed by teachers.
    • Teachers who have used Thinking Maps to plan lessons and develop curriculum have noted improved organization and focus.

    As students continue to internalize the thinking processes taught within the context of the maps, additional benefits become increasingly evident. We greatly anticipate watching our students grow as they become more fluent with these effective visual tools. Learning Prep School is pleased to be on the forefront of this innovative educational trend.

    For more information on Thinking Maps:

    Books about Thinking Maps:

    • Visual Tools for Transforming Information into Knowledge by David Hyerle (the capstone chapter is written by Cynthia Manning and features Learning Prep School)
    • A Field Guide to Using Visual Tools by David Hyerle
    • Visual Tools for Constructing Knowledge by David Hyerle
    • Student Successes with Thinking Maps: School-based Research, Results, and Models for Achievement using Visual Tools by David Hyerle
    • Visual Tools: From Graphic Organizers to Thinking Maps by David Hyerle


Learning Prep School provides an individualized language-based program to students with complex learning profiles, including dyslexia, expressive/receptive language issues, autism spectrum disorder, and social communication disorder.

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