John D. Runkle School **Preliminary**

Runkle School has a long and illustrious history in Brookline, dating back to its founding in 1897. The school is named for John Daniel Runkle, who was a chair of the Brookline School Committee and an early advocate of mathematics and technical education. He was also a co-founder of the Massachusetts Institute of Technology, as well as its second president.


The previous Runkle School building was completed in 1963 with several small renovations in 1988 and 1996, with additional projects between 2000 and 2002 to enhance the grounds. The school was then completely renovated and expanded between 2010 and 2012, during which time the school relocated to the Old Lincoln School, where the school was known colloquially as “Runkle on Route 9.” Runkle School on Druce Street reopened in October 2012.

Runkle School currently has 601 students and holds classrooms for three sections at each grade level from K through 8 and one Pre-K classroom as well. Runkle serves 49 students diagnosed with ASD (Autism Spectrum Disorder) in addition to the Learning Center supports for students. The school has currently 126 on an Individual Education Plan (IEP). Reaching for Independence Through Structured Education (RISE) The RISE program is designed for students who are diagnosed with an Autism Spectrum Disorder (ASD) and require specialized instruction that is primarily delivered outside of the general education setting. These intensive and evidence-based interventions are provided within community schools, including two BEEP locations (Lynch and Putterham), Runkle K-8 and Brookline High School.


Systematic and data-based instruction is implemented in the following areas:

  • Academics
  • Communication
  • Self-help
  • Social and play skills
  • Vocational skills

Teaching approaches include:

  • Applied Behavior Analysis (ABA).
  • Natural Environment Teaching (NET).
  • Discrete Trial Training (DTT).
  • TEACCH.
  • Visual Supports.
  • Total Communication Approach.

Classrooms are organized in a structured way to minimize distractions and encourage independence for all learners. Based on individual strengths, many RISE students are included in the general education setting for learning opportunities related to academics and/or social activities. Additionally, RISE educators provide consultative support for students with autism across the district. The building is designed with a core of common spaces such as the media center (library and computer lab), Music room, Art Studio, Multi-purpose room, Gymnasium, and Cafeteria with learning wings radiating from the core. This design allows the classroom wings to be quiet, and distraction-free. At the heart of the building lies the Runkle Outdoor Courtyard Classroom (ROCC), which serves as an outdoor classroom space and learning laboratory for the Science curriculum spanning all grades.


John D. Runkle School Mission Statement


The students, teachers, staff, and families of Runkle School, are a community that values a love of learning, academic achievement, and knowledge in a broad range of subjects. Respect, hard work, responsibility, tolerance, empathy, and honesty serve as the basis for our relationship to each other. The Runkle community has these goals:

  • To promote academic excellence and a love of learning through the development and mastery of basic skills.
  • To promote an environment of responsible, respectful, and disciplined behavior.
  • To promote a strong and positive sense of self, valuing best effort.
  • To promote an attitude of lifelong learning built upon curiosity, creativity, and a willingness to explore new ideas.
  • To promote a generous, participatory community spirit that respects diversity.
  • To promote global awareness.






Personnel

  • All K-5 staff now charged directly to the building-based account.

Services, Supplies, Other and Capital

  • Funds rebalanced across categories to better reflect school needs.

FY20 Objectives

  • High expectations for all students: Classroom wide strategies are conducive to the needs of all students to support children learning at their own pace within a nurturing learning environment.
  • Every student receives what he or she needs to make effective progress academically, emotionally, and socially.Every child and family is a valued member of the classroom and school community.

FY21 Objectives

  • Continue to develop a culture and climate where everyone feels welcome and included.

o Continue to build a culture of civility within our school community.

  • Continue to build systems and structures to ensure we are meeting the needs of ALL learners.

o A Deeper understanding of Equity in schools.

o Well developed Student WIN (What I Need) blocks.

o School Handbooks.

  • Continue to develop our inclusion model.

o High expectations for all students: Classroom wide strategies are conducive to the needs of all students to support children learning at their

own pace within a nurturing learning environment.

o Children have the maximum opportunity to be included with their peers and receive high-quality instruction by licensed professionals in the

least restrictive environment.

o Every student receives what he or she needs to make effective progress academically, emotionally, and socially.

o Every child and family is a valued member of the classroom and school community.


FY19 Accomplishments

  • The school continues to work diligently in ensuring the special education teachers and paraprofessionals receive quality professional development alongside their colleagues. Special Education Teachers are being trained in the Literacy Collaborative model.
  • The Special Education teachers have full access to grade level curricula and materials to modify and differentiate the learning for the students.
  • The school has restructured the grade spans that now allow RISE Special Education teachers to teach no more than two grade level spans.

FY20 Accomplishments

  • More teachers are contributing to the strong development of a positive school culture and climate by joining school teams to support the learning and safety of our school.
  • Children continue to have the maximum opportunity to be included with their peers and receive high-quality instruction by licensed professionals in the least restrictive environment.
  • Continue to develop our academic blocks to support all students in receiving what they need.
  • The school has added additional opportunities for teachers to co-teach with a 3rd -grade co-teaching classroom, middle school and grade 5 subject areas.