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How do students do when they leave Spectrum?
Spectrum philosophy encourages the development of thinking skills, problem solving, and the skills essential for life-long authentic learning. There is an expected adjustment time for any student making a change, but the students who leave make that adjustment easily and generally do very well. The majority of Spectrum students also go on to be active participants in extracurricular school activities. Many assume high school leadership positions. Our students develop the skills necessary for learning how to learn, and are confident, well-rounded students.
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What is the focus of the Pre-Elementary Curriculum?
The Spectrum Pre-Elementary curriculum is child-centered and focuses on social interaction. Academic areas are introduced through activity centers and "work time". Those children who demonstrate readiness are encouraged to pursue learning activities through their play. Staff works with children in developing a personalized education program.
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What is the Student-Teacher ratio?
Spectrum maintains a 10:1 ratio at the Pre-Elementary level and a 12:1 school wide ratio at all other levels.
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What types of special offerings are available at Spectrum?
Spectrum provides all students with physical education/movement; visual arts, music and drama as part of our integrated arts focused curriculum. We have a Spanish language program that begins at age 3. Interest groups are offered regularly throughout the year and present additional opportunities for integrated learning. Many Spectrum students are involved in out-of-school activities (theater, volleyball, basketball, fencing, swimming, soccer, dance, music), which we consider part of their total educational experience. |
How does Spectrum address individual needs?
"We are all so different largely because we all have different combinations of intelligences." (Howard Gardner, Harvard University) As Spectrum subscribes to a "Multiple Intelligence Theory", we believe that each student deserves a personalized educational program, which can address whatever special needs or skills they may require. All needs are addressed within the content of our regular school day. Spectrum employs a part-time resource teacher to support classroom teachers. |
How is discipline handled?
At Spectrum we have very high expectations, and each student is expected to take active responsibility for his/her own behavior. Dealing with unacceptable student behavior begins in the classroom. Ideally, inappropriate behavior is addressed as a constructive, positive opportunity to stimulate a child’s development. In those rare instances where Spectrum staff members are unable to resolve a problem, the parents will become involved. Parents are considered partners in their child's education. By involving both teachers and parents, the child will grow to understand the issue in question and work to further develop a system of values that respects both self and others. |
How are children assessed?
The staff at Spectrum constantly assesses children through observations and anecdotal records. Students and staff use a portfolio of the child's work to document progress. Both the students and staff evaluate work based on the standards they set for each project. Parent/Teacher/Student conferences are held at least twice during the school year, and a progress report is sent home at the end of the term. |
How does Spectrum teach if they don't use textbooks?
Textbooks are simply a resource and do not dictate the curriculum. The students are taught through a variety of instructional techniques, all of which emphasize where students can find information they need. The focus at all levels is on learning for understanding. Holistic, concrete and authentic methods are employed to help children discover knowledge in the different areas of study. Spectrum utilizes a modification of the High/Scope approach where children make choices in their learning plan, organize their tasks, and later reflect on what they have accomplished. Learning tasks are active, manipulatively based, and integrated within all areas of the curriculum. Staff understands and implements the "Multiple Intelligence Theory" and employs a variety of activities to help students experience and understand concepts. |
What is the focus of the Spectrum Program?
Although Spectrum is progressive, it should not be considered permissive education. We do set high expectations and standards for our students. We are not interested in an accumulation of facts, but in learning for understanding and application. As stated in our mission, students participate in an integrated fine arts and academic program with a major emphasis on active learning - learning to think, solve problems and rationally assess their acts in school for today, and throughout life. |
How are children placed in multi-age groupings?
In the spring of each year, staff work together to put students in groups based upon social-emotional maturity and their level of functioning on the math-arithmetic continuum. The groups are formed working within a two to three-year span. For students new to Spectrum, age 5 years and up, we ask that they spend a half or a full day in an age appropriate classroom. The staff can then observe and administer some assessments in order to determine the best learning environment for each child. |
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