Philosophy ECS is dedicated to maximizing the strengths and potential of all students so they may become self-confident, well-rounded, responsible, and productive citizens.
Believing that each and every individual has merit, the Environmental Charter School at Frick Park recognizes that certain learners within the school population have unique abilities, interests, needs, and potential for accomplishment. These characteristics necessitate systematic, continuous services to present unique and appropriately differentiated curricula and learning opportunities responsive to individual learning rates, styles, and interests.
Special Education Special Education is an integral part of the total education system, not a separate entity. It is a process for enhancing the effectiveness of the system to meet the needs of all students. Students with disabilities are educated in an age appropriate environment with non-disabled persons to the maximum extent possible. Students are served within the regular classroom setting to the degree that is consistent with meeting the specific needs of each student and providing an appropriate education and environment for all students.
Students, regardless of their educational needs, are a part of our school community, which actively promotes and fosters positive attitudes toward and full acceptance of all students. Staff are empowered to meet the educational needs of all students. Classroom learning environments enhance instruction for all students.
A student’s Individualized Education Plan (IEP) is the product of successful collaboration between the parent, student, and school. IEP’s for students in grades 7 and 8 thoughtfully approach the students’ transition to high school and adulthood.
Please contact ECS Special Education Coach, Amira Wolfson, to learn more about special education at the Environmental Charter School.
Upper School-Amira.Wolfson@environmentalcharterschool.org or 412.247.7970
Lower School: Jennifer Kulick@environmentalcharterschool.org or 412.242.1480
Gifted Education Gifted students need opportunities to think abstractly, work at various rates and levels of complexity, and pursue tasks independently. In addition, students eligible for gifted services need opportunities to learn with others of like abilities, as well as opportunities to develop social relationships with others of all abilities.
The Environmental Charter School believes that:
· Giftedness is developmental; it is potential which must be nourished;
· Gifted students share some characteristics with all other children; and
· There is variability among the gifted.
Child Study Team The Child Study Team (CST) is a comprehensive, multi-tiered intervention for students at academic or behavioral risk. CST allows parents and educators to identify and address academic and behavioral difficulties prior to student failure. CST provides students with targeted progress monitoring and strategic intervention. Monitoring student response to a series of increasingly intense interventions assists in preventing failure and provides data that may guide eligibility decisions for special education services.
The CST program is modeled after Pennsylvania’s Response to Instruction and Intervention Model.
Positive Behavior Support School-Wide Positive Behavior Support (PBS) is a systems approach to problem solving and planning for helping students to make appropriate choices. PBS supports the belief that in order to be successful, schools must create settings and routines where expectations are understood, attainable, and positive for all involved. We set expectations for our students’ behaviors in the school hallways, playground, cafeteria, assemblies, library, restrooms, and even on the bus. These expectations are taught and reinforced throughout the year using consistent language school wide. Emphasis is on reinforcing positive behavior and providing students with the tools necessary to be successful at school and to lay the foundation to become productive citizens.
Olweus Program The Olweus Bullying Prevention Program is designed to improve peer relations and make schools safer, more positive places for students to learn and develop. Goals of the program include:
· Reducing existing bullying problems among students
· Preventing new bullying problems
· Achieving better peer relations at school
The Olweus Bullying Prevention Program is rooted in weekly classroom meetings that empower students to advocate for themselves, embrace differences, and respect others. Meetings will take place in the home-base community.
The Olweus Bullying Prevention Program is implemented at the ECS’s Upper and Lower Schools. Students will build upon experiences as they matriculate.