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Profile of The Winston School Student 

Parents choose Winston for their children because traditional school programs have not been a fit for their child, and their child typically has not experienced consistent academic success. In addition, the prior academic environment has not provided the types of academic support the student requires to demonstrate their true academic potential.

We have developed the following Student Profile, illustrating the characteristics of our students' abilities and the range of learning challenges they experience. Please take a moment to view what makes our learning community so unique and rewarding:

List of 2 items.

  • CHARACTERISTICS OF A WINSTON STUDENT

    • Possess an IQ in the average to above average range but fall below such standards in specific sub categories measured by such tests which greatly affect learning.
    • Have academic scores that reveal a disparity where areas of strength and weakness are apparent. 
    • May have abilities that trend in the average or above average range, but benefit from small class sizes, differentiated instruction, and appropriate accommodations. 
    • Do not require a therapeutic setting for behavioral or psychological challenges that impact their learning or the classroom environment.
    • Need content delivered through teaching techniques that accentuate individual strengths with specific strategies that support areas of challenge.  
    • May need the pace of the class to be adapted to their learning style within a context that provides ample opportunity to learn and to review material.
    • Typically experience difficulty demonstrating their academic potential in traditional settings which do not allow for differences in learning styles and which are not equipped to provide accommodations for such differences.  
    • May require Occupational Therapy (OT) and/or Speech (SLP) services as part of their overall program. Strategies and tools recommended by Winston’s OT and SLP specialists are integrated into the classroom.    
    • Have the potential to embody the Winston Roots (Caring, Citizenship, Courage, Honesty, Imagination, Respect, and Responsibility).
  • LEARNING CHALLENGES EXPERIENCED

    The learning challenges experienced by Winston students may include one or more of the following due to comorbidity:

    • ADHD, difficulties in paying attention. Limited attention and concentration affects many aspects of the learning.
    • Anxiety, excessive and persistent worry that interferes with academic and social functioning.
    • Central Auditory Processing, shown by the inability to make sense of information taken in by hearing. An auditory processing disorder is not a hearing loss.
    • Decoding, manifested by difficulties in knowing and using the rules to sound out unfamiliar words.
    • Dyscalculia, difficulties in understanding numbers and math.
    • Dysgraphia, an impairment in letter writing which can affect spelling. Lack of fine-motor skills will affect the physical nature of writing.
    • Dyslexia, difficulty in reading as a result of challenges in identifying sounds and how those sounds relate to letters and words.
    • Encoding, opposite from decoding, difficulty pulling apart the sounds within a word in order to spell correctly.
    • Executive Functioning, weaknesses in organizing thoughts and activities, prioritizing tasks, managing time efficiently, and making decisions.
    • Fluency, an inability to read with accuracy, speed, and proper expression.
    • Phonological Awareness, difficulty in blending, segmenting, and isolating words and non-words.
    • Processing Speed, related to problems focusing and quickly discriminating information to problem solve.
    • Reading Comprehension, difficulty in processing and understanding the meaning of text.
    • Receptive/Expressive Language, difficulty understanding spoken or written language (receptive) and sharing thoughts and ideas orally or in writing (expressive). ADHD is comorbid.
    • Verbal Processing, manifested by difficulties with spoken and written information.
    • Visual Processing, difficulty in taking in information through the eyes. A visual processing disorder affects students with spatial information, especially geometric figures.
    • Working Memory, inability to hold and manipulate information on a temporary basis.
    • Written Expression, difficulties with the conceptual aspects of writing that include writing processes and style. Executive functioning weaknesses may affect written expression.