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Mission Statement:
William Floyd Learning Center collaborates with families, school districts and support agencies to build a curriculum based on our community of learners and their diverse needs. The goal is to empower students to become self-directed individuals who value their rights to be life-long learners. This is accomplished through the development of a positive identity and a realistic self-vision. The level of student performance is raised by increasing academic skills using integrated teaching and an unique student behavior management approach.
Description:
William Floyd Learning Center's students range in age from 5.0 - 12.0 years. Functioning levels range from Pre-K to 6th grade. Classification includes LD/MD/OHI/ED with most students classified ED.
Formal social skills training is provided to promote pro-social behaviors. Intensive counseling is used to promote emotional stability enabling the students to better access curriculum. Development of critical thinking skills, appropriate social judgment and awareness of environmental issues are infused into the curriculum. Students' require a yearly structured small group environment. Process driven instruction with opportunities for active learning experiences using a multi-modality approach is provided. Flexible scheduling and/or a modified curriculum are often necessary. A highly structured, full day program is best maintained through a building wide behavior management system. Students receive specific training in anger management, conflict resolution/planning, and self evaluation techniques. Opportunities for conflict resolution and planning are provided in order to promote effective long term change in behavior.
Students are grouped according to academic functioning and behavioral needs, in either 6-1-1 or 8-1-1 classes. Departmentalized Reading and Math allows for group lessons on one instructional level.
Behavioral outcomes are monitored through the building wide behavior management system. The system's ten identified behaviors, as well as targeted interfering behaviors identified for individual students, provide criteria for student outcomes. These criteria are measured through sustained achievement of top level honor card status. Students also demonstrate an ability to self evaluate and problem solve through critical thinking.
The building wide behavior system is rooted in the principles of Choice Theory and Reality Therapy. Students receive specific instruction, and are provided opportunities to practice self evaluation techniques and conflict resolution planning, under the guidance of trained classroom and support personnel. The behavior management system (self evaluation/planning/identified behaviors) provides students with the "tools" to monitor and adjust their behaviors in a setting other than William Floyd Learning Center. Staffing conferences provide a venue for creative problem solving relative to student management/behavior issues.
The curriculum teacher, curriculum committee members and administrators provide ongoing staff development opportunities aimed at accessing the general curriculum. Curriculum modifications and assessment accommodations are provided to students as needed. All students participate in NYS assessments with accommodations as necessary.
School wide activities such as Community Day Fair, International Day, Science Fair, Crafts Fair, Field Trips, Writers of the Week, visiting authors and artists all provide students the opportunity to see themselves as part of a larger community.
The behavior management system and the curriculum rich environment cultivate a sense of school community and provide the foundation for life long learning. The strong school/parent partnership further enhances the student's connection to school.
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