Educational Support
Supporting each child with care, clarity, and integrity.
Building the Bridge
At this time, our school is not equipped to offer extensive, formal special education resources, but we hope to be in the future.
We believe every child deserves access to a high-quality education; one that nurtures knowledge, practical skills, and character, and prepares young people for meaningful participation in adult life. While some children are able to access this education as it is designed, others benefit from additional supports to do so.
As a new school, we are thoughtfully building our capacity and are able to support students within a defined range of learning needs. We admit students only when we are confident we can meet their needs with care and integrity in our classroom setting.
Our commitment is always to the well-being of each child. When we believe another educational environment may be a better fit, we will communicate that openly and partner with families in the child’s best interest.
Admitting with Care and Integrity
As a general guideline, we are best able to support children who are working at or near grade level in most areas of development, including academics and social growth.
For example, we may be able to support a 3rd grader who is aligned with their peers in every area but:
reads at a 4th grade level
is working at a 2nd grade level in math.
However, a 3rd grader with a much wider range may require support beyond what we can reasonably provide at this time, such as
reading at an advanced middle-school level (7th grade)
while working at an early elementary level in math (1st grade).
As part of the admissions process, families are asked to share any relevant educational plans or professional evaluations, including past IEPs. While this information is important, we are committed to meeting each child with “fresh eyes” and considering every applicant based on where they are now.
Our priority is always the best interest of the child. To ensure this, complete and accurate information is essential. During the review process, families may be asked to obtain additional evaluations, at their own expense, if doing so would help us better understand a child’s learning needs before making a final decision.
When a child is significantly ahead of or behind peers (by approximately one year or more across multiple academic, social, or emotional areas) it may indicate that we are not currently equipped to meet their needs.
Children grow and change; so do their needs.
We’re here to honor them on the journey.
Holding the Child at the Center
If, after enrollment, Rooted Meadows faculty and staff determine that additional information would help us better understand a child’s learning needs, families may be asked to obtain further evaluation, at their own expense, and share the results with the school.
When recommendations include accommodations, therapeutic services, or academic support, our faculty and staff will carefully determine what can be realistically and readily supported within the school’s current resources. In some cases, a child may benefit from outside services, such as speech or occupational therapy, which are arranged and funded by the family. Note that arrangements must not interfere with main lesson attendance.
If at any point in time, we determine that the scope and depth of support a child needs is beyond our offerings and resources, then it is our responsibility and right to terminate the child’s enrollment and equip the family with information and suggestions for educational plans that we feel will support the child and ensure they have meaningful access to their education moving forward.
