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When Ceara Wainright-Herod, Upper School Principal at The Westview School, addressed parents at a recent Westview EDU, she began with a simple question: What does progress really mean?

The answer, she suggested, has little to do with report cards. With nearly two decades of public education experience, Herod has worked with students across the autism spectrum, neurodivergent and neurotypical learners alike. One message, she says, has remained constant: growth differs for every child and rarely follows a straight line. Her Westview EDU session, "Progress, Not Perfection: Understanding Growth in Neurodivergent Learners," directly challenged the common belief that progress is only about grades, reinforcing that growth at Westview is about the whole child.

Beyond the Report Card

“Dictionary.com defines progress as growth and development, continuous improvement, a movement toward a goal,” Herod said. “Nowhere in that definition do you see the word ‘grades.’ Nowhere does it say ‘academics.’”

For many parents, grades carry enormous weight. A low test score can cause worry; a good report card offers reassurance. Herod believes equating grades with progress overlooks how children, especially neurodivergent ones, develop.

“There are so many skills your child is building that don’t show up on a report card,” she said. “Independence. Confidence. Curiosity. Emotional regulation. Problem-solving. Those are real gains. They deserve celebration.”

The Myth of the Straight Line

One important part of Herod’s message was the reminder that no child grows in a straight, predictable trajectory.

“Growth includes plateaus, regressions, and spurts,” she said. “That’s not a flaw, that’s development.”

She encouraged parents to recall their own school years: subjects that came naturally, years that were a struggle, moments when understanding clicked. Children experience the same uneven progression. Neurodivergent learners may show this more, but the pattern is universal.

“A single low grade isn’t the story,” she said. “It’s one data point in a much bigger picture.”

Three Lenses for Understanding Growth

Westview uses a holistic, strength-based model to understand student growth, which Herod believes offers a more accurate and compassionate view. The model includes three domains:

ACADEMIC GROWTH: This includes the traditional markers such as reading, writing, and math, as well as the quieter signs of learning: beginning an assignment independently, asking questions, showing persistence, and building comprehension over time.

“Academic growth isn’t just the score,” Herod said. “It’s effort, curiosity, and the willingness to try again.”

SOCIAL-EMOTIONAL GROWTH: This area encompasses emotional regulation, self-awareness, confidence, and peer relationships. For many neurodivergent learners, these skills take time to develop.

“When children don’t know something, we teach,” Herod emphasized. “That includes how to deal with frustration, how to express emotions, and how to calm their bodies and minds. These are learned skills.”

EXECUTIVE FUNCTIONING: Organizing materials, managing transitions, following routines, and using coping tools are key here.

Herod recalled watching Westview Middle School students confidently open their lockers this morning, something that had taken weeks of practice and patient guidance.
“It was incredible to witness,” she said. “Routine, structure, and repetition work. When students succeed, their pride is enormous.”
 

The Role of Discomfort in Growth

Herod repeatedly emphasized: growth is uncomfortable for children and adults.

She shared several quotes with the audience, including Brian Tracy’s well-known line, “Growth and comfort do not coexist.”

She explained that children resist new challenges not because they can't succeed, but because the discomfort can be overwhelming.

“Those big reactions you see? The protests, the tears? That’s fear,” she said. “They don’t yet have the words to say, ‘This scares me’ or ‘This is hard for me.’”
Parents can help their children manage discomfort by modeling coping strategies.

“Tell your kids, ‘I’m nervous about a meeting today, so I’m taking deep breaths,’” she suggested. “Show them what managing big feelings looks like. That vulnerability is powerful.”

Rethinking Assessment

Twice a year, Westview uses standardized MAP Growth assessments to gather academic data, but Herod urged parents not to put too much weight on the scores.

“These tests aren’t designed specifically for neurodivergent learners,” she explained. “Some students sit through 45 questions in one session. If they’ve had a tough morning, if they’re distracted, if they’re overwhelmed, that score isn’t representative of their true understanding.”

Instead, the school emphasizes teacher observations, student reflections, and classroom work samples for a complete picture of progress.

“Tests matter,” she said, “but they don’t define your child.”

A Partnership Between Home and School

Herod stressed the importance of partnership: parents know their children best, and teachers see them in structured settings. Together, families and educators provide continuity that helps students thrive.

She encouraged parents to share what works at home, ask questions during conferences, and communicate openly with teachers about concerns.

"We are a village," she said. “Your insight helps us support your child, and ours helps you support them at home. Working together, students make meaningful progress.”

A Final Story

Herod ended with a personal story. At four, she struggled with separation, sensory overwhelm, and fear, crying daily at her first school as staff grew frustrated.

“I wasn’t dramatic. I wasn’t a troublemaker. I was anxious,” she said. Her mother moved her to another school where she felt safe and welcomed. She never cried again. 

"I share that to show what safety and belonging can do for a child," she said. “That's what we want for your children at Westview: a place where they feel loved, supported, and celebrated on all days.”

The Message Parents Took Home

By the end of the session, one message stood out: progress is not about achieving perfection, but about each child's unique, steady growth at their own pace.

“Your children are not victims of their challenges,” Herod said. “They are victors. And every day, we see their victories.”
 

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Ceara Wainwright-Herod, M.Ed. is the Upper School Principal at The Westview School. She has over 18 years of experience in public education, having served as a teacher, specialist, and assistant principal in public school system. Her work is grounded in student-centered learning and inclusive leadership. Ceara holds a master’s in Educational Leadership from the University of Houston–Victoria and has extensive experience supporting students across the autism spectrum and has collaborated with families and specialists to design individualized plans that meet each learner’s needs. 

This blog post was adapted from the presentation given during WestviewEDU on Thursday, November 13,  2025. WestviewEDU  is an education series presented by The Westview School for parents and caregivers of children with autism. For a complete list of WestviewEDU sessions remaining for the 2025-2026 academic calendar year,  visit The Westview School online.  

At The Westview School, we believe that fostering independence is a cornerstone of helping children with autism thrive academically, socially, and emotionally. One of the most effective tools in this journey is the use of visual supports. Visual supports use images, symbols, or cues to help students process information, communicate clearly, and navigate their day. Some examples of this include picture schedules, checklists, social stories, timers, and task cards. 

From managing daily routines to enhancing emotional regulation and problem-solving, visual supports empower students with confidence and autonomy. Westview teachers and administrators integrate these strategies into their classrooms every day. Each approach reflects the creativity and dedication of Westview staffers to ensure every student has the tools they need to succeed.

Morning Checklists: Starting the Day with Independence
Christine Reilly, Lower Elementary Teacher

Executive functioning skills, such as organization and time management, can be challenging for children with autism. Visual checklists provide a structured approach to these challenges. In Lower Elementary, students start their day with a visual checklist displayed on the board detailing morning expectations. For example, a picture of a backpack represents hanging it on a hook. As the year progresses, these picture prompts are gradually replaced with words, and eventually, students complete tasks independently without visual assistance.

"This approach not only creates a predictable environment but also reduces anxiety and fosters a sense of accomplishment," says Christine Reilly. "Students feel confident knowing they can take responsibility for their morning routine."

Transition Cues: Easing the Shift Between Activities
Trevie Stone, Lower School Physical Education Teacher

Transitions, particularly away from preferred activities, can be challenging for many students. Leaving the motor room can often be a tricky transition. Visual timers, such as the TimeTimer™, paired with verbal countdowns, help students understand the abstract concept of time.

"I might say, 'We have five minutes left. What would you like to do before we leave?'" explains Trevie Stone. "Picture cards are another helpful tool. A small picture of the next activity or location can be a tangible reminder, helping students anticipate what's next."

The physical setup of the environment also supports transitions. Designated line-up spots and shoe cubbies act as visual cues for students, creating a smooth and predictable flow from one activity to the next.

Innovative Visuals for Younger Students
Amanda Warley, Prekindergarten Teacher

In Prekindergarten, visuals are everywhere—on the walls, at tables, and in task instructions. Amanda Warley recently introduced a portable photo printer to create instant visual aids tailored to her students' needs. "If a student prefers blocks over trains, we can immediately update our visuals to reflect that," she shares.

Amanda also uses visuals to prepare students for new experiences. For example, before practicing for the holiday program in a different building, she printed a photo of the location. “Having a picture helps students process what to expect, reducing anxiety. These personalized visuals make all the difference in fostering understanding and comfort.”

Step-by-Step Task Cards: Building Independence in Learning
Serena Gaylor, Middle School Language Arts Teacher

Breaking down tasks into manageable steps fosters independence and encourages self-assessment. "In my classroom, students always have a 'to-do' list and an 'after I'm finished' list displayed on the screen," says Serena Gaylor.

Recently, during a poetry unit, students followed a criteria-based checklist to evaluate their work. "This allowed them to independently assess their poems, identify areas for improvement, and ask more specific questions," Serena explains. "Step-by-step guides give students the tools to take ownership of their learning and build confidence in their abilities."

Visual Supports for Emotional Regulation
Sally Schwartzel, Lower School Principal

Visual supports also play a vital role in helping students manage their emotions. Tools like visual schedules, checklists, and social narratives provide clarity and predictability, reducing anxiety. "When students know what to expect, they feel more in control of their day," says Sally Schwartzel.

For emotional regulation, visuals can help students identify their feelings and choose appropriate coping strategies. “If a student feels frustrated, visual supports remind them of what they can do—like taking deep breaths or asking for help. This empowers them to navigate challenging moments with greater confidence.”

Empowering Students Through Visual Supports

Visual supports are more than tools; they are bridges to independence, confidence, and self-advocacy. At The Westview School, we take pride in using evidence-based practices to meet our students' unique needs. By integrating creative and personalized strategies, our educators ensure that every child can shine in their own way.

Want to see these approaches in action? Visit our website or connect with us on Instagram and Facebook to learn more about how we are empowering our students every day.

Do you know people in your home or classroom who always lose their belongings, forget important items, get lost from the kitchen to the bedroom, run chronically late, or just generally seem like a "mess?" Weak executive functioning could be to blame!

Executive functioning is a general term that refers to our mind’s mental manager or the cognitive processes that regulate our thinking and behavior. While there are many models of executive functioning, most include the individual’s ability to generate ideas, initiate or begin a task, stick to and finish a task, flexibly problem-solve, shift from one idea or topic to another, inhibit our impulses, ignore distractions, regulate attention, regulate our behavioral and emotional responses, use feedback to guide future behavior, select relevant goals, organize materials, hold information in mind until needed, and more. I like to think of our executive functions as air-traffic control for our brain or as the conductor of the mind’s orchestra.

When all is well, cognitive processes flow smoothly, and behavior fits the situation as expected. When there are problems… well, just imagine the airport with poor air-traffic control! Executive functioning is needed for all aspects of life. Socially, we need executive functioning to help us regulate our behavior and emotions when we are upset. After all, throwing the board game when we are losing is frowned upon…, particularly in adolescence or adulthood! We spend a great portion of time controlling our impulses to speak out in school or a meeting, to refrain from spending too much money, or even overeating. Executive functions help us to arrive on time, prepared, and with a plan for how to behave. They are also critically important for academic success. Not only are executive functions needed for decoding written text, reading comprehension, solving math word problems, and long division, but they are also needed to be an organized, efficient student who remembers homework and can plan for projects and tests. These days, if you are not in the right place, with the right things, at the right time, it is difficult to be a good student, no matter how bright you are! In fact, being in the right place, with the right things, at the right time is the very basis of holding a job.

When there is executive disfunctioning, life may feel chaotic or unproductive. The child or adult may experience social, academic, or employment difficulties and/or problems in the home. The good news is that executive functions are thought to be able to be developed or strengthened. These skills begin developing in infancy as babies learn to wait to have their needs met. They really come ‘on board’ in the brain around age two as children learn they are active agents in their own world. Beyond that age, executive functions are thought to keep developing into young adulthood. Just as they can be strengthened, executive functions can be weakened or damaged. Neurological insults from accidents, injuries, or other sources can impact executive functioning temporarily or long-term.

Executive dysfunction is often part of the presentation of neurodevelopmental disorders such as Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, and Specific Learning Disabilities. Although executive functioning is thought to be the most impaired in the aforementioned conditions, it is also implicated in conditions such as anxiety, depression, and even medical conditions such as low blood sugar. Problems with executive functioning are often what bring families to seek help from psychologists, psychiatrists, or doctors.

Understanding the importance of executive functioning is the first step to facilitating its development. The ‘Practice Makes Perfect’ principle applies here. If a child has no experience planning for their day or organizing their materials, it is unlikely that he or she will simply arrive at this skill in high school.

From the time they are small, children should be encouraged to help with planning and organizing. A toddler may not be able to make a sandwich, but they can help pack a lunch. Likewise, a young child who cannot do their own laundry can sort laundry or help pick out clean clothes for tomorrow.

Children can also help with the planning and preparation for parties, events, and projects. Learning how to react when what we want is not available, what to do when we forget something important, and how to persist with the temptation of distractions are all valuable skills that adults need to afford children. Children can have fun while they help adults with household tasks and learn these skills. They can also work on these skills in their play.

Childhood games have been shown to improve the executive skills of preschool children. Games such as Simon Says, Red Light Green Light, and Mother May I all help children to practice attending, inhibiting impulses, problem-solving, regulating behavior, and regulating emotions. For older children, yard games such as Freeze Tag and Capture the Flag can be helpful. Board games are also great ways to develop flexibility, inhibition, problem-solving, and shifting. Some favorites for young children are Candy Land and Chutes and Ladders. These games are great for teaching flexible thinking by changing the rules. Some fun examples are to play the board backward or try to be the last one to cross the finish line! For older children, strategy games such as chess, Chinese checkers, or Risk may be helpful. Children and adults also tend to enjoy German-style or Euro board games. These games tend to minimize conflict and luck and emphasize problem-solving strategies. Some popular examples are Ticket to Ride, Settlers of Catan, Small World, and Dominion. These games require planning, problem-solving, shifting strategies, and many other executive functions to master despite relatively easy gameplay and moderate playing times.

In addition to practicing executive functioning skills throughout life, accommodations and supports for weak executive functioning are often helpful. For example, making lists, using sticky-note reminders, using alarms, and having organizational systems in place can help support executive functioning skills. There are several books available with excellent strategies for support. Some of my favorites are: Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential by Peg Dawson and Richard Guare; The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children by Ross Greene, PhD; and The Asperkid’s Launch Pad: Home Design to Empower Everyday Superheroes by Jennifer Cook O'Toole.

Executive functioning skills take effort and experience to develop over time. Many services and providers exist for families requiring guidance to facilitate growth in their loved one’s executive functioning. The Stewart Center at The Westview School offers individual therapy to facilitate executive functioning in adolescents and adults, group therapy for fun skill-building in children, as well as parent coaching and case management to assist families in promoting these skills in their daily lives at home. For more information, contact 713-973-1842 or info@stewartcenterhouston.org.

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Dr. Natalie Montfort is a licensed clinical psychologist with Montfort Psychology Associates. Dr. Montfort has over 20 years of experience working with children and adults with ASD and has training in Cognitive Behavioral Therapy (with children, adolescents, and adults), Trauma-Focused Cognitive Behavioral Therapy, Relationship Development Intervention, Social Thinking, behavior modification (including Applied Behavior Analysis), and education/educational assessment.  Dr. Montfort graduated summa cum laude and as valedictorian of the College of Liberal Arts and Sciences at the University of Houston with a Bachelor of Science Degree in Psychology. She earned a Master of Arts Degree and a Doctor of Philosophy Degree in Clinical Psychology from Fielding Graduate University. Dr. Montfort completed her doctoral internship with the University of Texas Health Science Center at Houston’s Department of Psychiatry and Behavioral Sciences and her post-doctoral fellowship at The Stewart Center at The Westview School. She obtained licensure as a Clinical Psychologist in 2016, and she and Dr. Ken Montfort launched Montfort Psychology Associates in 2020.  Her areas of interest include assessment of children, adolescents, and adults; cognitive and behavioral differences in children with neurodevelopmental disorders; treatment of adoption-related issues; treatment of childhood trauma; and animal-assisted therapy. She also enjoys providing professional development, trainings, and lectures on these and other topics to a wide variety of audiences.

This blog post was adapted from the presentation given during WestviewEDU on Thursday, September 1, 2022. WestviewEDU is an education series presented by The Westview School for parents and caregivers of children with autism spectrum disorder. For a full list of WestviewEDU sessions for 2022/2023 academic calendar year, visit The Westview School online.

To commemorate the fortieth anniversary of The Westview School, the sons of founder, Jane Stewart shared a personal reflection of their early memories of The Westview School and what the legacy of 40 years of Westview means to their family. 

A little over forty years ago our mother, Jane Stewart, brought us (Joey, Alan and Steven) all together in the family room and told us she was starting a school for children with disabilities. She had been volunteering at The Briarwood School for a few years and a group of parents came to her and asked if she would consider teaching their children privately. These parents recognized our mother's compassion and love for all children.  

Overjoyed that Jane could now offer personal attention and schooling to a population in need of facilities, she turned our “game room” into a school during the day.  We have many wonderful memories of coming home from school and watching our mother teaching and caring for her students. Often, we would join our mother rather than playing video games. That time was always very special to us. The parents were ecstatic, and the children made remarkable progress during the time they were with our mother in our home. In fact, one of our mother's first students, whose doctor told her parents she couldn't be helped, years later not only graduated from high school but was also prom queen. Our mother knew that amazing things were in all of us.

After a long discussion, our mother and father, Joel Stewart, decided to purchase a small house on Westview Drive in the Spring Branch area of Houston to expand the school, its facilities, and number of students.  The Westview School was born as was the beginning of one of the most successful and ground-breaking schools for children on the autism spectrum in the country.  This was a defining moment for our mother, one which filled our family with pride and love.  The growth of the school meant so much to her. 

As The Westview School evolved, so did our involvement as a family.  Alongside our mother was our father, who not only gave his generous support to the school but also brought with him his financial and regulatory acumen.  Additionally, throughout high school, we volunteered our summers working various jobs doing maintenance, painting, and building on the school grounds.  The most rewarding was when we volunteered as teachers' aids, running with the children on the playground, helping with art projects, singing Heads, Shoulders, Knees, and Toes, and even happily laughing and getting soaked with the students on the slip and slide.  These are the types of experiences that are so memorable and special to us.

The expansion of the school to its current location on Kersten Drive was one of the most incredible experiences of our lives.  We were honored to have the late Barbara Bush preside over the opening ceremony.  She graciously spent time with the students and recognized the importance of the school.  This was an experience we will never forget. Most importantly, there would be a much larger school that could accommodate the growing population and could offer even more benefits to the students including a robust multidisciplinary team.  Our mother made sure there was a small student-teacher ratio so that the current students received the same personal attention as her first students received in our game room.

The school expanded once again and added another building offering even more opportunities to students. Throughout the forty years, there have been many talented and brilliant individuals who have worked at the school and served on the Board to turn the school into what it is today.   We are grateful that the school and staff have committed to the mission of our mom in providing a nurturing and positive environment. The teachers and the entire staff are dedicated and caring individuals. We continue to be impressed by the incredible work and enjoy watching the school and the students thrive.

Throughout our lives, we always felt that our mother was a miracle worker, and it really showed when she worked with children. Her caring, gentle and intelligent approach, based in love for each and every student, showed through at all times.

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Joey Stewart is a feature film producer and restaurateur that lives in Dallas with his wife Laura, an interior designer.

Alan Stewart is happy to coordinate marketing and VIP programs for music, wine and NFL clients including Duran Duran, Matt & Kim, Westport Rivers Winery, and the Indianapolis Colts. He lives on a farm on the coast of Maine with his wife Lisa who is in the legal field.

Steve Stewart is a physician and Chief Medical Officer of a hospital in New Mexico and lives in Albuquerque with his wife Amy, a lawyer, and their two sons, Wells and Flynn.