Shine Bright Initiative

Stratford Friends’ Shine Bright integrates occupational therapy into the everyday classroom experience. This program builds on our academic strengths with the team approach that sets Stratford apart. Our Speech-Language and Occupational Therapists, School Counselor, and Teachers all work together seamlessly to implement best practices from each into all aspects of every student’s day.  This powerful approach helps students celebrate and build on their strengths, increase their self-esteem, and develop self-advocacy as they become strong, independent learners.  Together, we create a nurturing environment where students’ inner lights don’t just shine, they SHINE BRIGHT.

School Counselor

Supporting our mission of educating the whole child, our School Counselor, participates in Shine Bright for every team.  As part of that program she provides explicit instruction in social emotional skills during her weekly class and sees small groups and individual students as needed.

Social-Emotional Program

Our School Counselor works weekly with all of our teams to deliver our social emotional curriculum. This class incorporates elements of Michelle Garcia Winner’s Social Thinking Program and aligns with our mission of teaching the whole child. Students become problem solvers who are equipped to deal with daily social and emotional challenges. All students participate to support their own social-emotional wellbeing as well as that of their team. Using structured and guided activities, cooperative games, role play, stories, and problem-solving, students learn and practice skills in class with the goal of generalizing to real-life situations.

The program’s goals are centered around themes of self-awareness, self-advocacy skills, and recognizing and respecting others’ feelings and perspectives. Students also learn pragmatic communication and friendship-making skills, problem-solving strategies, and tools for self-regulation.

Speech & Language

The speech & language philosophy of Stratford Friends is unique in its approach and supported by research studies that suggest more progress is made in speech and language when it is integrated across settings.  Our Speech and Language Pathologists engage in evidence-based practice of working with students utilizing not only a pull-out therapy model but also a collaborative model by frequently “pushing into” students’ classrooms. This integrative approach allows our therapists to help students navigate, explore, and use language skills within practical academic and social settings.

Students’ educational testing is used to determine if students qualify for individual or small group therapy that targets articulation, fluency (stuttering) or language goals.

Students also receive help with social communication skills using a variety of pragmatic social communication approaches including Social Thinking. Students who know how to effectively communicate socially become more functional across more settings, helping them to improve and increase social participation, social relationships, and academic achievement.

Occupational Therapy

Stratford Friends added Occupational Therapy with a dedicated therapy room to our support services. Occupational therapy has been shown to enhance sensory skills and hand-eye coordination; help develop social and emotional skills; reduce tension and anxiety; and improve concentration, alertness, and awareness. Our Occupational Therapy support gives Stratford Friends’ students opportunities to regulate their sensory systems and receive individualized therapy to facilitate their learning in the classroom.

Our Occupational Therapist works closely with classroom teachers and other therapists to assess each student’s needs and delivers support within the classroom as much as possible. Students’ educational testing is used to determine if students qualify for individual or small group therapy to address needs that can not be met in the classroom environment.

Occupational Therapy interventions at Stratford Friends are evidence based and address:

  • Fine and gross motor coordination
  • Handwriting and typing skills
  • Visual perception and perceptual motor skills
  • Sensory processing and modulation
  • Adaptive behaviors, including making transitions and self-regulation
  • Attention
  • Organization of self and materials
  • Adaptations to educational materials and the classroom environment

Responsive Classroom®

Stratford Friends School is proud to be a participating Responsive Classroom® school. The Responsive Classroom® approach was developed by teachers, and is based on the idea that children learn best when they have both academic and social-emotional skills in a strong and safe school community.  Practical classroom practices at the heart of this approach include:

  • Morning Meeting
  • Rule Creation
  • Interactive Modeling
  • Positive Teacher Language
  • Logical Consequences
  • Guided Discovery
  • Academic Choice
  • Classroom Organization
  • Working with Families
  • Collaborative Problem Solving