Winston Innovation Lab is where WPS leaders and teachers have the opportunity to collaborate and link new science and understanding to their everyday work to ensure that the Continuous Feedback Process is contributing to and learning from the state of the art.
The Winston Innovation Lab is founded on the ideas that:
- School design should be informed by an in-depth and scientific understanding of how each individual learns.
- This understanding should include and address a student’s strengths and weaknesses and is always based on an evolving understanding of cognition and learning.
- In keeping with the Continuous Feedback Process of WPS, the Winston Innovation Lab seeks to help our schools (and perhaps the field) become even more responsive to the ever-changing needs of each individual student.
- The Winston Innovation Lab seeks to foster independence and wellness through the development of the Qualities of a Sustainable and Independent Learner. This means we seek to develop ways to improve students’ resilience, communication/social skills, self-advocacy, self-regulation, self-reflection, problem-solving, social responsibility and management and organization, in addition to academic skills.
- Winston Innovation Lab believes in the power of the increased refinement of educationally related assessment and diagnosis, and seeks to do work to increasingly differentiate different types of learners from each other.
- Winston Innovation Lab believes in the power of partnerships with like-minded organizations, such as the National School Climate Center, Child Mind Institute, NVLD Project, Landmark College, NAIS, NYSAIS and NEASC.
The Winston Innovation Lab will focus on creating, refining and supporting all iterations of the Winston Preparatory School. Specifically, the Winston Innovation Lab will continue to develop and expand projects and programs related to campus Professional Development, Teacher Excellence and Leadership Development, Qualities of a Sustainable and Independent Learner, Lives Over Time and Promoting Wellness Among Middle and High School Students, as well as respond to the needs of the campuses and expand on projects and areas in need of research. The Winston Innovation Lab will be deeply connected to the campuses, and serve as an intellectual meeting place for the field of learning disabilities and WPS leaders and teachers. It will be a place where WPS school leaders can come with their questions, curiosities and ideas to further stimulate collaboration and research. With the formal establishment of this already flourishing fifth pillar of WPS, it is hoped that WPS will be further recognized as a leader in the field of learning disorders and education, as well as deepen partnerships, funding and research opportunities.
WINSTON PREP DEVELOPMENT
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Our Professional Community
NSCC and WPS have partnered for almost two decades to directly link social emotional education and school climate to the field of learning disabilities.
WPS Lives Over Time Study
Development of the Qualities of an Independent Learner Survey, a now valid and reliable study, WPS is set to host and present at the 18th Annual NSCC Summer Institute, http://www.schoolclimate.org/programs/si.php
Learn more about the National School Climate Center at www.schoolclimate.org
The Executive Leadership of Landmark College and WPS have joined forces to explore ways that the two institutions can collaborate to help bridge the gap between High School and college. It is hoped that this collaboration will not only benefit Landmark College and WPS students, but serve as a model for the education of other transitioning students, whether learning disabled or not.
Landmark College Online Coursework for current WPS juniors and seniors.
Landmark College Summer Transitions Workshop for Rising Seniors and Recent Graduates
Learn more about Landmark College at www.landmark.edu
WPS & Child Mind Institute Leadership view this collaboration as the beginning of a deeper research partnership to serve as a model of how to link the multidisciplinary work of CMI to WPS’s work in learning disabilities education.
A series of articles about nonverbal learning disorders on Child Mind Institute’s website.
Learn more about the Child Mind Institute at www.childmind.org
The NVLD Project is dedicated to raising awareness, building support, and creating helpful solutions for children, adolescents, and adults with Non-Verbal Learning Disability. This goal is accomplished through a variety of programs, including educational workshops, research, and ongoing advocacy. Long term, The NVLD Project seeks to define and establish NVLD as a valid disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM). WPS has recently developed a relationship with leaders of this new project to investigate ways in which WPS may be involved in partnering with them through our research initiatives, including involvement in their groundbreaking neuro-imaging work with NVLD kids.
Learn more about the NVLD Project here http://www.nvld.org/
In 2010, Winston Preparatory School Connecticut campus conducted a capital campaign (Campaign for the West Rocks), and engaged in a partnership with the 7group to redevelop the Winston Preparatory School’s Connecticut campus in the hopes of creating a place that was representative of those that inhabit it and sustainable and regenerative. The underlying belief of the project was that Winston has a purposeful role to play in developing the evolving health and potential of the larger living system in which it is embedded. Accordingly, the Norwalk campus project and new school building design were born from patterns that characterize how the school engages every part of its environment – its students, parents, staff, neighbors, other institutions, site, and place – by seeking to manifest in physical form the essence of Winston and its place. Now that phase one of campus development is complete the leadership of WPS is investigating ways to promote sustainability and regeneration through curricular programming that will encourage students to think about the world, their relationship to it and their ability to influence it. Furthermore, WPS hopes to become a leader in the Norwalk community in the promotion of the sustainable and regenerative campus model.
Learn more about 7group at http://www.sevengroup.org/
New York State Association of Independent Schools New England Association of Schools and Colleges New York State Association for Supervision and Curriculum Development Association for Supervision and Curriculum Development Council for Learning Disabilities International Dyslexia Association Learning Disabilities Association of America Council for Exceptional Children
Fostering Wellness Among Middle and High School Students
This project was kicked off in the Fall of 2015 with a joint collaboration between WPS, the National Association for Independent Schools (NAIS), and the National School Climate Center (NSCC). Members of the team joined a variety of other organizations at the NAIS National Conference in February 2016 to participate in a panel discussion to begin to bring the initial data collected from a nationwide school wellness survey to other independent and public school leaders (see http://www.nais.org/Articles/Pages/2016-NAIS-Wellness-Study.aspx for the NAIS report). Other components of this project include a joint WPS/NSCC in-depth literature review about wellness, psychopathology and what schools can do to promote wellness; the creation and analysis of a short, reliable and valid survey that assesses wellness in middle and high school students in collaboration with NAIS; the further development of QSIL; and a variety of Educational Interventions designed to support wellness in the WPS community.
Lives Over Time
This study began in June 2013, and explores the experiences of individuals with learning disabilities over the period after they graduated high school in order to understand what helps them to be successful. In Phase One of this project, 36 participants who graduated from Winston Preparatory School between 2002 and 2008 participated in in-depth interviews. Qualitative analysis revealed that variables such as social support, mental health, seeking out help for academics and/or employment, optimism, and self-awareness were characteristics present in successful individuals. In Phase Two of this project WPS leaders worked to integrate the findings of this study into WPS professional development, and directly link the factors that contributed to the success of graduates to the Qualities of a Sustainable and Independent Learner. Phase Three of the Lives Over Time Study kicks off this December with the electronic distribution of a short form survey to all WPS graduates from 2000-2016 to assess their level of success and deepen findings from Phase One.
Qualities of a Sustainable and Independent Learner (QSIL)
WPS was using the self-created Quality of Sustainable and Independent Learner (QSIL) scale to assess the socio-emotional progress of students for over a decade, but formalized this project in August 2012. In Phase One of this project, WPS teamed up with the National School Climate Center (NSCC) to (1) identify and solidify the qualities that lead to independence in later life, and then (2) establish the QSIL scales as reliable and valid surveys that can be used to (i) understand a student’s social-emotional strengths and needs; and, (ii) be a reliable and valid indicator of social-emotional learning capacity. Phase Two of this project included (1) all students and faculty members completing the QSIL survey twice a year at all campuses, (2) the completion of a reporting module to allow for immediate results of the survey to be available to all WPS faculty members, (3) the distribution and discussion of QSIL results to WPSNJ, WPSCT and Winston Transitions families (WPSNY will begin distribution this spring), and (4) the ongoing development of guidelines for educators when working with students to encourage the development of these qualities. Phase Three will include (1) using the QSIL Survey with a variety of mainstream schools to establish reliability, (2) the continuation of the development of guidelines for educators, (3) advanced professional development and case study analysis for WPS teachers and leaders, and (4) establishing the relationship between QSIL scores and student outcomes.
WPS Teacher Excellence and Leadership Development Program
WPS Teacher Excellence and Leadership Development Program was developed in 2012, and kicked off in January 2013. The program is aimed at developing, identifying, celebrating and rewarding WPS’s most expert teachers. It is conducted as a mini-graduate school course that enhances faculty members’ acquisition and utilization of the knowledge essential to becoming an expert learning specialist at WPS. Those faculty members that achieve this most expert level have been eligible for future leadership roles as well as received a monetary bonus. The initiative is open to any staff member who has completed at least two years at WPS. Throughout the year participants have been provided with relevant readings, participated in bi-monthly workshops and discussions, and worked to expertly incorporate knowledge into practice. To date, 27 faculty members have successfully completed the program, eight of them have been promoted to leadership roles (including three in the opening of WPSNJ), and 15 participants are currently enrolled this year.