The WISH mission is to maximize every scholar's learning potential within an atmosphere of caring and belonging. The WISH instructional philosophy rests upon the concepts of hands-on learning, meaningful instructional activities, systematic instruction, and a collaborative group of professionals working together to make the learning environment exciting for students. Evidence-based teaching strategies are tailored to meet individual development providing both academic and social-emotional support. 

 

 

In the Classroom
In order to ensure greater depth of understanding among curricular areas, WISH combines meaningful and engaging curriculum alongside standards-based experiences and evidence-based teaching strategies.

WISH has a robust schoolwide system of support that includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students is implemented in areas including the classroom and non-classroom settings (such as hallways, and restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of our school, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occur. Attention is focused on creating and sustaining Tier 1 supports (universal), Tier 2 supports (targeted group), and Tier 3 supports (individual) that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.

 

WISH is committed to supporting the social-emotional development of each and every one of our students. RULER is an acronym that stands for Recognizing, Understanding, Labeling, Expressing and Regulating emotions. The Anchors of Emotional Intelligence are evidence-based tools designed to enhance the emotional intelligence of school leaders, teachers and staff, and students and their families. RULER includes four primary tools: the Charter, Mood Meter, Meta-Moment, and Blueprint. Each is based on scientific research and helps children and adults develop their emotional intelligence skills. For more information please click here

Restorative Justice is a theory of justice that emphasizes repairing the harm caused by the behavior. It is best accomplished through cooperative processes that allow all willing stakeholders to repair the harm caused by the behavior.  This can lead to transformation of people, relationships and communities. The foundational principles of restorative justice have been summarized as follows:

1. Justice should focus on repairing harm done to another person or object and reducing the likelihood of future harm.
2. The people most affected by the offense participate in its resolution. People take responsibility for their actions and the harm that they have cause.  
3. The responsibility of the school is to maintain a safe and peaceful environment for all learners.

WISH administrators will use restorative justice tools to work with individuals to ensure that when harm has occurred due to an individual’s choices or behavior there is an opportunity for repair and that all parties feel safe and supported moving forward.