Winston Prep’s Continuous Feedback System (CFS) was designed to gain a deeper understanding of our students, facilitating independence through continual assessment, remediation, and analysis of a student’s response to their individualized program.
The bottom portion focuses on the student’s ability to reflect, understand and internalize the skills practiced each day, leading to independence that results in outcomes that include, but are not limited to 80% of our graduates going to college.

List of 2 items.

  • Assessment

    Assessment at Winston Prep is meant to be a way to understand a child’s strengths and challenges so that we can most effectively help them learn through individualized curricular design. Assessment is not a ranking mechanism, an end-point, or used for creating labels and limits. It is constant, drives understanding, is individualized and highly focused. Assessment allows educators to measure skills, track progress, refine goals, give feedback, and realize potential and improve ability to learn.
  • Understanding

    The design and implementation of each student’s educational program begins with an understanding of their learning profile in the context of a neuropsychological model of learning disorders, such as dyslexia, NVLD, and ADHD. This model is a result of neuropsychological and educational research that describes the learning process as an interactive one that involves three-part processing; language processing, nonverbal processing and executive function. While it is merely a starting point in our ongoing assessment of students’ strengths and weaknesses, it is an important diagnostic characterization that allows us to begin to focus upon and investigate primary areas of learning difficulties.

Components of Understanding

List of 3 items.

  • Language Processing Difficulties

    Difficulties with language processing typically result in Dyslexia. Dyslexia is a specific learning disability that is characterized by difficulties in working memory, phonological awareness and rapid automatic naming. These difficulties cause challenges with accurate and/or fluent word recognition, spelling, decoding, arithmetic, and following directions. Secondary consequences may include challenges in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
  • Nonverbal Processing Difficulties

    Students who struggle with nonverbal processing, may have a Nonverbal learning disorder (NVLD). NVLD is characterized by a combination of neuropsychological deficits. NVLD is characterized by variations in severity. NVLD is a pervasive and overlapping school and social problem characterized by difficulties with reasoning and comprehension, socialization and communication, visual spatial tasks, mathematics and executive functions. Primary assets frequently include auditory perception, rote verbal memory and some simple motor and psychomotor skills. Socio-emotional deficits include adoption to novelty, social competence, emotional stability and activity level.
  • Executive Functioning Difficulties

    Challenges with executive function impact many school and social activities. Students with these challenges are frequently diagnosed with ADHD. At Winston Prep executive functions describe the supervisory and self-regulatory mental processes involved in planning, organizing and responding in a flexible, strategic and appropriate way. Researchers highlight a variety of processes associated with executive functions, including (but not limited to), goal selection, planning, regulation of goal directed behavior, delay of gratification, mental and behavioral flexibility, metacognition, adjusting to changing rules, utilization of attention and decision making. Students who have executive function difficulties may exhibit challenges in many if not all of these processes.
Winston Preparatory School is a leading school for students with learning disabilities, including dyslexia, executive functioning difficulties (ADHD) and non-verbal learning disorders (NVLD).

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