The Grace School Curriculum

Studies indicate that inclusive (i.e. fully integrated) educational environments improve the intellectual, sensory, and social development of students of all abilities. Children educated in inclusive classrooms demonstrate an increased acceptance and appreciation of diversity, better communication and social skills, greater development of moral and ethical principles, a greater number of friendships, and increased self-esteem. A high-quality academic curriculum, offered in an inclusive environment, also ensures that each student is learning at his or her highest level within that mentally, ethically, and socially enriching climate.

Although a number of schools across the country have recognized the benefits of full inclusion and have implemented it in their classrooms, The Grace School at Meeting Street will be one of the first K-8 schools in the country practicing full inclusion with children considered severely/profoundly disabled. Meeting Street is committed to guaranteeing each student in The Grace School – regardless of ability –an evidence- and standards-based curriculum, educational enrichment programs (art, music, physical education, etc.), and social opportunities that, when combined with clinical supports, will equal or surpass the quality of education enjoyed by their peers attending their local school districts.

One of the Grace School’s hallmarks is its celebration of difference and focus on what a child can do rather than what she or he cannot do. Educational research, and the experiences of the teaching staff, affirm that no two children share the same learning styles and thus learn best in small academic communities where their individual strengths and talents serve as the foundation for how they are taught. Some children tend to learn verbally, others learn more visually, others are analytical. Meeting Street teachers are trained to recognize each child’s unique talents and gifts, learn what motivates the child, and guide the child in setting and achieving goals.

Responsive Classroom
The Grace School Task Force, comprising faculty, staff, families, and educational and community leaders, assembled in 2006 to develop a vision for The Grace School, examine the varying strengths of students and staff, and design an adaptable curriculum that would enliven in students, parents, teachers, therapists, and administrators a commitment to intellectual and social growth. After much research and discussion, the Task Force chose to implement the evidence-based Responsive Classroom approach to teaching and learning. Responsive Classroom unites social and academic learning, fostering safe, challenging, and joyful classrooms while encouraging children to develop the interpersonal skills they need to be successful: cooperation, assertion, responsibility, empathy, and self-control.

At the heart of the Responsive Classroom approach are a number of classroom practices. For example, during “morning meeting,” students and faculty gather as a group to greet one another, share news, and warm up for the day ahead. “Rule creation” and “logical consequences” help students create classroom guidelines to ensure an environment that allows all class members to both meet their learning goals and learn from their mistakes. One of Responsive Classroom’s most important features, given Meeting Street’s commitment to inclusive and individualized learning, is its emphasis on “academic choice,” i.e. increasing student motivation by differentiating instruction and regularly allowing each student to make teacher-structured choices about approaching his or her schoolwork. Essentially, Responsive Classroom practices establish a framework that encourages students to recognize their strengths and make the most of them to overcome challenges and excel. These features, and others, are aligned with the following school-wide principles to successfully support socialization and individualized learning at The Grace School:

Meeting Street’s new building in general, and The Grace School’s classrooms in particular, are designed and equipped to promote independence, cooperation, and productivity.
All of The Grace School’s policies and procedures (e.g. lunchroom behavior and disciplinary policies) are aligned with Responsive Classroom’s self-management philosophy.
Inclusive, large-group activities give children and staff opportunities to learn about each other.
Family and community members are frequently invited to visit, volunteer, and participate in classroom activities.

Another part of The Grace School Task Force’s mission was to identify literacy and numeracy curriculum products that would be compatible with the Responsive Classroom approach, individual learning plans, and parental involvement. (See attached “Sample Letter About Morning Meeting” for an example of how teachers cultivate parents’ participation.) It was also critical to introduce curricula that observe national educational priorities for language and math learning. After reviewing numerous options, the Task Force unanimously chose the Houghton Mifflin Reading Program and Everyday Mathematics developed by the University of Chicago School Mathematics Project:

The Houghton Mifflin Reading Program balances phonemic awareness (ability to hear and manipulate sounds in words); phonics (connecting sounds with letters or groups of letters); fluency (flow with which sounds, syllables, words, and phrases are joined together when speaking); vocabulary; comprehension; grammar; sentence structure; use of manipulatives (“hands-on” learning tools, such as flash cards and games); and technology to develop language skills that can be adapted to each student’s individual learning style, regardless of ability. Reading materials for students at various levels, English as a Second Language resources, and computer software for tracking individual student progress are among the features that suit it to Responsive Classroom’s student-focused approach. The Houghton Mifflin Reading Program is compatible with all federal, state, and local education standards and is based on years of research into language skill development.
Everyday Mathematics is a highly acclaimed, research-based curriculum that is proven to build students’ mathematical knowledge from the basics to higher-order thinking and critical problem solving. It provides engaging activities customized to meet the needs of students with various abilities and learning styles. The scope of the K-6 Everyday Mathematics curriculum includes the following mathematical strands:

Algebra and Uses of Variables
Data and Chance
Geometry and Spatial Sense
Measures and Measurement
Numeration and Order
Patterns, Functions, and Sequences
Operations
Reference

By developing the curriculum one grade level at a time, the authors were able to carefully map out a sequence of instruction that interweaves concepts from each of these content strands throughout the curriculum. Because very few people learn a new concept or skill the first time they experience it, the curriculum is structured to provide multiple exposures to topics and frequent opportunities to review and practice skills. Special features include real-life problem solving, multiple methods for basic skill practice, and emphasis on communication, enhanced home-school partnerships, and use of technology.