How To Help Your School With A Health Care Program

Metropolitan Learning Center  

School Services 

 

MLC provides services to support the development of the whole child. In addition to academic  services, MLC provides a full‐service guidance, counseling and transitions program, the services of  certified social workers and a psychologist and a full service Health Clinic.     MLC has a thorough and well‐developed special education program to meet the needs of students  with special educational needs and to ensure their full participation in all MLC programs, activities  and opportunities.   

School‐Based Health Center 

  MLC’s school‐based health center provides basic tools to ensure student success by keeping young  people strong, healthy and able to learn.  The school‐based health center was developed with the  intent of bridging health and education with the objective of keeping MLC’s students healthy so  they experience the fewest possible barriers to success at MLC.     The center provides basic, quality health care services such as immunizations, asthma and diabetes  management, nutrition advice and mental health services.  We ensure that students who do not  get medical services elsewhere are able to obtain this at MLC.    MLC also provide preventative care and lifestyle counseling with the goal of preventing bigger  health issues in the future.    Specific services include:   Physical examinations for school or sports   Immunizations   Diagnosis and treatment of illnesses or conditions (i.e. strep throat, ear infections, sinus  infections, sinusitis, and acne)   Management of chronic conditions such as diabetes, asthma and allergies   Diagnosis of injuries   Health promotion/ education   Nutritional and weight management   Counseling services (in conjunction with MLC’s student support services staff)  o Individual and Family Therapy  o Crisis intervention  o Parent Guidance  o Behavioral Problems          

Guidance Department and Counseling Center 

   MLC offers a comprehensive developmental  guidance program to assist  students with their  academic experiences.  While attending the Metropolitan Learning Center students are assisted  during  their transition into the school in Grade 6 (MYP Year 1), through their transition from the  “middle school” (MYP Years 1‐3), into the 9th Grade Academy (MYP Year 4), the final three years of  high school (MYP 5 and grades 11 and 12), and into their post‐secondary opportunities.      Every student at the Metropolitan Learning Center is assigned a school counselor. Students  entering the school in Grade 6 (MYP1) have the option of attending an orientation and visiting the  school while they are in the 5th grade.  During their visit, students shadow a current MYP Year 1  student, meet with faculty, and school  counselors. In addition,  there is an optional summer  academy for incoming grade 6 (MYP Year 1) students where they meet their school  counselors and  learn about their academic program. During the first weeks of school,  students will have the  opportunity to meet again with their counselors.  While in middle school, students work with their  counselors on academic planning, service learning projects, selection of extra‐curricular activities,  and other personal and academic concerns.  The school counselors in the upper grades (MYP years  4 and 5 and grades 11 and 12) continue to guide students through their experiences at the  Metropolitan Learning Center, ensure that students meet MLC and state graduation requirements,  provide a  complete college/career planning and application program, that includes information for  parents about  financial aid.  MLC’s guidance staff continues to be available to students beyond  their graduation from MLC.    In addition to academic and career counseling, MLC offers a counseling center staffed by full‐time  certified social workers and a part time school psychologist. Students and parents with specific  issues are able to take advantage of     Short term individual counseling   Support groups on age‐specific issues   Crisis intervention/counseling   Referrals to community‐based agencies       

Special Educational Needs Services 

    Inclusion  At the Metropolitan Learning Center, we follow an inclusion model to provide support for identified  students.  There are a many components interwoven to make this model successful.    First, there is a climate of professional collaboration which lends nicely to co‐teaching.   Special  education case managers work side by side with classroom teachers in order to meet the academic  needs of all learners. Special education case managers and classroom teachers talk, plan, develop, 

and modify lessons in order to be instructionally effective and provide all students access to and  understanding of the material being taught.  Through this environment of collaboration, the  classroom teachers are better equipped to incorporate a variety of strategies into their teaching  methods, and reach all learners. At the Metropolitan Learning Center, all teachers support and  encourage students of all abilities to problem solve and become internationally minded people  who, recognizing their shared humanity and responsibilities to the planet, help to create a better  and more peaceful world.    Differentiation  Focusing on the IB Learner Profile creates a simple way to differentiate for students with special  needs.  In being reflective and open‐minded, students closely consider their own learning and  experience, while understanding cultures and personal histories.  This correlates well with children  understanding their abilities to better advocate for themselves and their individual needs.  By  encouraging students to be inquirers and thinkers, those students who learn in a different way  have more opportunity to showcase their abilities while following their natural curiosity.  The IB  concept of encouraging risk‐taking behaviors as well as caring and principled thought allows  students of varied abilities to express themselves in an open and accepting forum without negative  judgment or fear of humiliation.  In developing young communicators who express their ideas in a  variety of modes of communication, the special education student’s individual differences become  less obvious, or possibly celebrated as the idea of “difference” shifts to a positive light.  These  students become knowledgeable as they are provided the opportunity to acquire in‐depth  knowledge and develop understanding across multiple disciplines.  With a focus on the IB Learner  Profile, the Metropolitan Learning Center becomes an environment for students to be balanced in  maximizing their learning, while understanding their individual differences.  The teachers have a  multitude of avenues to best educate these children so they reach their educational potential.    Assessment  At the Metropolitan Learning Center, a variety of different assessments are used to measure  student achievement against the objectives of each course.  Special education case managers  determine the most appropriate and accurate assessments for the students with special needs in  order to highlight their achievement and determine any areas requiring additional instruction.   Direct assessments such as short answer questions, essays, case‐studies, text response questions,  structured problems, and data response questions are used.  These methods are highly objective  and reliable.  Teacher assessments such as oral language work and laboratory work is also used in  courses as needed.  These methods assess the students’ retention of knowledge, understanding of  key concepts, analyzing and presenting information, creative problem solving, and demonstrating  an international outlook.     Conclusion   At the Metropolitan Learning Center, we present a broad, balanced, and academically demanding  curriculum for all of our students, while recognizing individual learning styles and accommodating  our diverse population.  This helps the individual student affirm his/her identity within the learner  profile, and develop his/her self‐esteem.  We focus on developing critical thinking and reflective  skills, research skills, and the development of independent learning, while incorporating  intercultural and global understanding.  Through recognizing the individual strengths and areas of 

needs of the students, teachers at the Metropolitan Learning Center work to ensure the success of  all students, and guide all students toward earning their International Baccalaureate MYP  certificate.    The Metropolitan Learning Center adheres to all CREC, state and federal regulations regarding  students with special needs.                                                                               

MLC Facilities

Facility (eg art room, gymnasium,

sports fields, science laboratories)

Subject group that will use it Description of current situation Developments under way/future development (if applicable)*

Art 1 & 2 (two fully

equipped art studios) Art students Smartboards, Kiln Room, 3 Potter’s wheels, spot and flood lights for still life, drawing boards, drawing tables, light boxes, Art resource library including books, DVD’s and videos

*The building is less than ten years old and was built to be state-of-the art. It is very well equipped

Band room Band and music students Music chairs, stands, whiteboard, instrument storage, practice room, concert percussion equipment, stereo cabinet Digital music lab Music students SmartBoard, 15 computer

workstations w/MIDI sequencers, recording software

Stage and auditorium Band and Music students, drama groups, student body, staff, parents, other CREC schools,

community organizations

Seating for 350. Risers for chorale and musical performances. Full projection equipment (for all types of digital technology), full sound and lighting with ribbon, overhead, wireless and wired, shotgun and condenser microphones. Rigging, backdrops, grand drapes, borders, wings 7 Science labs

4 fully equipped science labs for the high school in the C pod area and three middle school labs (two fully equipped and one with a sink)

Students taking science

courses SmartBoard, computer, tables, whiteboards, counters, sinks, fume hoods (in Biology and Chemistry labs), lab equipment (microscopes, etc.) specific to each subject

Gym Students, faculty, staff &

community groups Climbing walls, high elements, basketball court, equipment for a variety of inside sports

Facility (eg art room, gymnasium,

sports fields, science laboratories)

Subject group that will

use it Description of current situation way/future development Developments under (if applicable)*

Fitness Center Students, faculty, staff &

community members 25 stations (treadmills, elliptical trainers, stationary bicycles, full circuit weight training, freeweights, mats, pilates balls, etc)

Sports field Students, faculty, staff & community members

Walking track, soccer field, softball field, multiuse fields Nature trail Students, faculty, staff &

community members .25 mile trail with low ropes and other outdoor elements.

Greenhouse. Business Center Faculty, leadership team,

district groups, parent groups, community organizations

Digital media,

SmartBoard, computer, moveable meeting tables and chairs, whiteboards, moveable walls, for flexible space. Seats 50+ Dining Commons Students, teachers,

parents, community groups. Full kitchen and food service. Used for food service, meetings, classes, activities.

Seats 275. Has a sound room with access doors to the centre building courtyard.

Courtyard has four seating areas which seat 20+

School-based Heath Clinic Students, teachers. Center is a certified full service health clinic with a regular nurse, assistant and a nurse-practitioner. Students receive health care, immunizations, physicals, etc