MFES not only believes that every child is gifted, we believe that every child needs a “special” education and our model enables us to put these beliefs into action. Our school size and curriculum design enable our special education and gifted and talented specialists to develop individualized learning plans for each student, utilizing best-practice models such as assessment for learning, applied behavior management, and responsive classroom. These are techniques that work especially well with the increasing number of students diagnosed with ADD/ADHD, Asperger’s Syndrome, and Autism – but, because they treat each student as a unique learner, they also work remarkably well with all students.
Our agreements with school districts will stipulate that each 100-student school serve a cross-section of our communities, one that, in the language of school reform, “replicates the demographics of the sending area.” Usually, that means that 10 to 25% of students will have some sort of special education designation, 5 -10% will be labeled “gifted and talented” (often, contrary to popular assumptions, the same kids); and in some communities, many students may be English Language Learners.
Our schools also deliberately and enthusiastically seek to address the needs of “At-Risk” learners not by segregating them, but by ensuring their families and social and health-care workers are fully integrated, using team-based, high fidelity wraparound health and social services.
