Student Support
We strive to cultivate an inclusive, supportive learning environment where every child can thrive. We recognize that each student possesses a unique learning profile, and we are committed to meeting children where they are academically, socially, and emotionally. Our approach to student support balances this deep dedication to inclusion with a realistic understanding of our framework as a small, independent early childhood and lower elementary school.
Classroom Accommodations and Local Partnerships
Because our class sizes are intentionally small, our classroom and subject teachers can readily implement specific, individualized learning accommodations directly within the daily rhythm. When a child requires extra support to succeed, our faculty and administration collaborate closely with the Special School District (SSD) of St. Louis County to facilitate professional special education evaluations. These evaluations are essential tools that help us determine the most beneficial accommodations to support the student's growth within our classrooms.
The Role of the Care Committee
To formally organize these internal adjustments, our school utilizes a dedicated Care Committee. This team provides vital access support for students who experience barriers to learning or participation within our school environment. Similar to a public-school accommodation plan or 504 plan, the committee identifies specific challenges, develops accommodations to ensure equitable participation, and supports the student's overall health, safety, and access to the curriculum. The committee also coordinates critical communication between teachers, parents, and administration while consistently monitoring the implementation and effectiveness of each plan.
Defining Our Care Plans
It is important for families to understand the distinct scope of these plans:
What They Do: Provide accommodations for health-based needs (such as asthma action plans, allergy protocols, diabetes management, or seizure plans), support for neurodivergence and executive function (including ADHD, anxiety, or learning disabilities), and aids for emotional regulation (such as structured transitions, dedicated break spaces, sensory supports, or a reduced cognitive load).
What They Do Not Do: These plans do not provide specialized instruction, alter our core curriculum standards, or constitute therapeutic services. They are not formal special education plans (IEPs).
Partnering with Specialized Service Providers
For students who require specialized, one-on-one therapeutic interventions, we work hand-in-hand with families to ensure continuity of care. While we do not employ on-staff therapists or specialists, the Waldorf School of St. Louis helps connect parents with trusted external professionals and frequently coordinates logistics to allow these outside services to be delivered directly on campus during the school day. Common integrated services arranged independently by families may include:
Speech-language therapy
Occupational therapy
Specialized private tutoring
Our Scope of Support
While we maximize our resources to accommodate diverse learning styles, our independent school environment does not offer the extensive special education infrastructure, alternative classrooms, and dedicated auxiliary staffing found in larger institutional settings. Out of deep respect for the well-being of the individual child and the collective classroom community, we operate within these clear programmatic boundaries.
There are times when our faculty, administration, and a child's family may collectively determine that a student’s complex academic, behavioral, or medical needs cannot be fully, safely, or effectively met within our specific setting. In these instances, we work compassionately with parents to help guide them toward educational environments better equipped to ensure their child's long-term success.
Student Support & Care Plans: Frequently Asked Questions
How does a student get referred to our Care Committee?
Most often, the journey begins with your child’s classroom teacher. Because of our intentionally small class sizes, our educators naturally observe how your child interacts with lessons, movements, and peers. If a teacher notices persistent barriers to your child's focus or learning, they will consult our Care Committee.
As a parent, you are always welcome to proactively start this conversation. If your child has received an external medical or psychological diagnosis, please reach out to your lead teacher or our Enrollment Coordinator to share that documentation. While formal "special education evaluations" are conducted by the local public school district (the Special School District of St. Louis County), we use those results to shape our internal support.
How long does it take to create and implement a Care Plan?
The process typically takes about three to four weeks. This intentional timeline allows our committee to observe your child across multiple settings—such as Main Lesson, handwork, and outdoor play. This ensures we design a custom plan that integrates seamlessly with your child's daily school rhythm without causing stressful disruptions.
Are parents included in the Care Committee process?
Absolutely. We view the relationship between parents and educators as a vital partnership. While our committee meets internally to gather classroom observations, you are a crucial part of the process. We will invite you to share your insights, home routines, and your child's history to ensure the final Care Plan truly supports your whole child.
Who pays for outside speech or occupational therapists?
Families are financially responsible for contracting and securing all private, independent therapy providers. Our role is to serve as a welcoming host and logistical coordinator. We are glad to help connect you with trusted local professionals and can often arrange for your private therapist to work with your child right here on campus during the school day.
Does a Care Plan modify our tuition or fees?
No. A Care Plan adapts the physical environment, seating layout, or task pacing to help your child thrive, but it does not change the school's tuition structure. In accordance with civil rights guidelines, we never charge extra fees or surcharges to implement standard, reasonable accommodations for a student.
Does the school directly accept public school 504 plans or IEPs?
We do not automatically adopt public school documents because their terminology and methods rarely align with a Waldorf environment. For example, a public school 504 plan might call for a computer text-to-speech program, which directly conflicts with our screen-free model. Instead, our Care Committee carefully reviews your child's current IEP or public 504 plan and "translates" the underlying medical and structural needs into a Waldorf-appropriate Care Plan that works in our specific classrooms.