Our mission is to offer an inclusive, individualized learning environment that is academically engaging for both neurotypical students and those on the autism spectrum.
PROGRAM GOALS:
· Access to Learning – highly differentiated instruction appropriate for developmental level and learning differences of each student, employing a variety of classroom methods and techniques to reach and teach every student. Curriculum modified or accelerated for individual student levels and for all students to reach their full potential. Spontaneous, incidental, and meaningful learning an essential part of the entire school day.
· Positive Self Esteem – focus on students’ talents, strengths, interests, and passions, helping each turn these into meaningful learning experiences and ultimately, future career paths. Support for developmental deficits while students gain confidence with personal success. Typically developing students develop a positive self-concept, less prejudice, and greater acceptance for peers with learning differences.
· Self Awareness and Advocacy – autism awareness specifically taught in the curriculum to all children. ASD students learn to understand themselves, express their needs, and ultimately, be self-advocates. Typical peers develop personal principles and ability to assume an advocacy role toward their peers with disabilities, becoming more proactive, responsive and compassionate world citizens.
· Successful Relationships – prioritizing strong relationships between all school members: students, teachers, staff, and parents. Social skills thinking developed and problem-solving facilitated to establish strong peer relationships in each class. For all students, forming successful relationships will ensure integration in society, success in future work, and life-long happiness and fulfillment.
· Sensory Regulation - A 2010 study by the Albert Einstein College of Medicine of Yeshiva University provides concrete evidence that children with ASD process sensory information - such as sound, touch and vision - differently than typically developing children. Critical to student success will be a modified school environment to accommodate sensory sensitivities (lighting, sound proofing, reduction of other stimuli). With the guidance of staff Occupational and Recreation Therapists, Tapestry will offer a sensory room, alternative seating options, outdoor recreation, and fresh air breaks throughout the day, all of which will provide the sensory diet necessary for self-regulation, focus, and academic success.
PROGRAM FEATURES
• Classes co-taught by both general education and special education teachers
• Enrichment offered daily
• Guided by speech-language therapists, Social Thinking implemented throughout the day for all students
• Commitment to the arts, including a featured Drama Program, Music, and Art
• Technology focus
• Daily Physical Education – with Traditional PE, Yoga, and Group OT options – and Recess/Fresh Air Breaks
• Gardening (applied knowledge of core subjects) with School Garden maintained by Tapestry students
• Extended Learning Time in the Community/Internships based on student interests
• Service Learning
• Individualized academic support and therapies
The mission of Tapestry Public Charter School is to offer an inclusive, individualized learning environment that is academically engaging, both for neurotypical students and those on the autism spectrum, and to create a positive school culture that empowers all students to take possession of their innate talents and become creative builders of their own future.
BOARD MEMBERS:
Devon Orland Christopher, Co-Founder and Vice Chair
Tonna Harris-Bosselmann, Co-Founder and Chair
Tom Carney, CFO
Amy Windom Hilton, Secretary
Dr. Ann Abramowitz
Suzanne Baker
John Graham
Ashley States
Richard Kaplan
Barbara Lawson-Lonon
Dana Maine
Dr. Greta Massetti
David C. Warlick
