THE NURTURED HEART APPROACH (NHA), Howard Glasser
The Nurtured Heart Approach is a relationship-focused methodology in The 3 Stands for helping children (and adults) build their inner
wealth and use their intensity in successful ways. It has become a powerful way of awakening the inherent greatness in all children while
facilitating parenting and classroom success. All Faculty at The School of Innovative Learning is trained in the NHA. This training allows
us to focus on the positives, set clear expectations for students, teach students how to self-regulate, and “reset” to join the learning
community, and participate in positive ways.
SOCIAL-EMOTIONAL LEARNING (SEL) INFUSION, Derek Cavilla
Social-emotional development includes the child’s experience, expression, and management of emotions and the ability to establish
positive and rewarding relationships with others (Cohen et al. 2005). It encompasses both intra-and interpersonal processes. SEL is
embedded in the curriculum at The School of Innovative Learning. Particular classes will be devoted to this particular learning, which
builds upon the traits and characteristics throughout a child’s educational and life-long journey: cooperation, respect, self-image,
responsibility, self-regulation, empathy, self-esteem, grit, divergent thinking, self-efficacy, intrinsic motivation, and curiosity.
INVENTING SELF, Julia Johnson
Inventing Self is a program designed to help students discover their authentic selves – the intuitive and most genuine ‘self’ – and what
they wish to pursue in life. Inventing Self also helps students lay the foundation for finding happiness in life. Lessons, discussions, and
activities help students discover truths about their authentic selves. The curriculum is student-guided, in that as students develop ideas
and interests to pursue and implement, that drives the instruction. The goal of developing leadership skills is not rhetoric, but reality. The
curriculum is designed to guide students toward establishing a solid foundation for self-esteem, confidence, introspection, interpersonal
connections, creativity, and happiness.
TWICE EXCEPTIONAL (2E), Susan Baum
Twice Exceptionalities within the student population may present as over-excitabilities (e.g., intellectual, emotional, psychomotor,
sensual, and imaginational), anxiety, perfectionism, and asynchronous development. Children might also identify with a learning
disability or learning difference (e.g., dysgraphia, dyslexia, dyscalculia, dyspraxia, Attention-Deficit/Hyperactivity Disorder), sensory
integration dysfunction, processing. The School of Innovative Learning has interventions and accommodations in place to address twice
exceptionalities.
SELF EFFICACY, Albert Bandura
Self-Efficacy is one’s belief in one’s ability to succeed in specific situations or accomplish a task. One’s sense of self-efficacy can play a
significant role in approaching goals, tasks, and challenges. The School of Innovative Learning spends time each day, highlighting the
strengths and accomplishments of their students. We welcome failure as an opportunity to learn and improve, encourage risk-taking, and
talk with students about embracing challenges at every level.
SCHOOLWIDE ENRICHMENT MODEL (SEM), Joseph Renzulli and Sally Reis
The Schoolwide Enrichment Model is used with academically talented and gifted students as well as with all students in a regular school
system, hence the title “Schoolwide.” It has been created for schools interested in high-end learning and developing the strengths and
talents of all students. The primary goal of the SEM is the application of gifted education pedagogy to total school improvement. The SEM
provides enriched learning standards for all children through three goals; developing talents in all children, providing a broad range of
advanced-level enrichment experiences for all students, and offering exceptional follow-up opportunities for young people based on their
strengths and interests. The School of Innovative Youth uses the Schoolwide Enrichment Model infusion in all classes, including SEM-R,
Enrichment Triad, mentors, community outreach, Cross-Curricular connections, and the ability to “let go” of the teacher-led curriculum
in favor of student-led interest.
CURRICULUM COMPACTING, Joseph Renzulli
Curriculum Compacting is a technique for differentiating instruction that allows teachers to adjust the curriculum for students who have
already mastered the material to learn, replacing content students know with new content, enrichment options, or other activities.
Researchers recommend that teachers first determine the unit’s expected goals or lesson in terms of the content skills or standards
students must learn before assessing students to determine what has already mastered. Compacting is used by The School of Innovative
Learning teachers to assess students to ensure that their pacing and mastery is at the right level. For those students who compact work
they already have mastered, additional options are provided that are of high interest to the child.
DIFFERENTIATION, Nicole Waicunas and Sonia Taylor-Smith
Differentiation is a process of meeting the needs of the variations in learning styles, products, emotional responses to learning, and the
speed in which they discover, understand, acquire new knowledge, and make it their own. True, successful differentiation must transfer
from the teacher to the student, with full ownership by the student so that self-efficacy can blossom into self-actualization. A discussion
with teachers, parents, and on-going work with students to understand, practice, and master their learning styles and their preferred
modes of expression is celebrated at The School of Innovative Learning. One of the most powerful distinctions in The School of Innovative
Learning is our belief in genuinely knowing our students. With our flexible curriculum, based on the gifts and talents, as well as the
interests of students, providing us with the ability to differentiate with accuracy and intention, teachers can personalize the experience
for the individual student, based on interest, learning style and preferred mode of expression as well as level of readiness. Creating
student portfolios allows communication between students, teachers, parents, community members, and mentors involved in the
learning process of our students.
PERSONALIZED LEARNING
One of the most powerful distinctions in The School of Innovative Learning is our belief in the power of knowing our students. With our
flexible curriculum, based on the gifts and talents, as well as the interests of students, providing us with the ability to differentiate with
accuracy and intention, teachers can personalize the experience for the individual student, based on interest, learning style and preferred
mode of expression as well as level of readiness. Creating student portfolios allow communication between students, teachers, parents,
and community members and mentors who are involved in the learning process of our students.
CREATIVE THINKING, Paul Torrance
Creative thinking is a combination of fluency (thinking of many ideas), flexibility (using things in different ways), originality (one-of-akind;
unique design), and elaboration (adding details and more depth). At The School of Innovative Learning, Creative Thinking provides
our students with opportunities to see the world, their work, and each other in new ways.
LEARNING STYLES AND MULTIPLE INTELLIGENCES, Howard Garner
These theories emerged from cognitive research and “documents the extent to which students possess different kinds of minds and
therefore learn, remember, perform, and understand in different ways” according to Gardner. Learnings styles and multiple intelligences
are celebrated and understood by both teachers and students as well as parents in The School of Innovative Learning, thereby creating
authentic ownership of and self-personalization of the learning experience for each of our students.
GROWTH MINDSET, Carol Dweck
In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work – brains and talent
are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. The School of
Innovative Learning believes that teaching a growth mindset creates motivation and productivity in all aspects of life and enhances
relationships. As we focus on the whole child, teaching and recognizing perseverance and grit becomes an essential part of the learning
process.
PARENT COACHING, Lori Fortuna
Parent Coaching involves deconstructing learning approaches and styles, focusing on fostering knowledge of self, and effectively
mastering proficiency based on one’s preferred method(s) of information acquisition. Parent Coaching provides and facilitates the
understanding of skills development so that families can create stronger support systems for their children. The School of Learning will
offer parents, caregivers, and the community a support platform. In tandem, they can support one another as their students navigate
potential challenges in the world of education.
EXPLICIT INSTRUCTIONAL STRATEGIES, Sonia Taylor-Smith
Explicit Instructional Strategies deconstruct the different learning approaches and styles of students, focusing on fostering selfknowledge
and mastering proficiency based on one’s preferred methods of information acquisition. Students of The School of Innovative
Learning will explore their topics of study in a way that is supported by their unique learning processes.
CULTURAL EXPLORATION, Sonia Taylor-Smith and Nicole Waicunas
Cultural Exploration is the search for significance in events and learned facts: historically, socially, and culturally. In The School of
Innovative Learning, it is essential that students examine each topic with the purposeful intent of diving deeper into its cultural
significance.
EMOTIONAL AND SOCIAL WELLNESS, Sonia Taylor-Smith and Nicole Waicunas
Emotional and social wellness is the recognition of “self,” how that “self” relates to other beings within the environment, and how to
cultivate a positive “space” for those experiences. Students of The School of Innovative Learning will intentionally explore the creation of
“wellness” within the environments students build for themselves or those which others fabricate for them. The School also guides
students as they understand and explore the power they possess in creating sanctuaries for themselves and those around them.
Emotional and social wellness is a crucial and necessary component because it will support the “whole child” and foster self-efficacy
development.