Independence and Self Advocacy
Philosophy
The Resource Center at the High School aims to offer academic support to students who are not currently able to succeed to their potential. Students come to the Resource Center in order to become independent learners. Here, the discover how they learn best and find strategies for success at school and beyond. ACS Cobham’s philosophy promotes a high standard of scholarship combined with a student-centered approach to instruction within an interdisciplinary curriculum. We believe each student can learn, and that each is a unique individual and therefore we offer a student centered approach in the resource program. The resource teachers are qualified learning specialists and are additionally trained by the “All Kinds of Minds, School’s Attuned Program” created by Mel Levine. We therefore view students in terms of individuals with specific learning profiles. We strive to articulate a student’s learning needs in order to inform the teaching process rather than label a child throughout his school career.
In the high school resource department, we expect students to maintain an increasing level of independence throughout their high school years. Our goal is to lead students through the process of learning their individual strengths and weaknesses, toward further independence and self-advocacy. These aims are achieved by involving students in their learning, discussing their learning strengths and weaknesses, and creating their individual Annual Profile collaboratively with their parents.
Remediation of Skills Through Subject Coursework
Resource teachers provide support lessons in small group settings. These scheduled periods are in place of a study hall or elective period so all students follow a fully integrated curriculum. Lessons take place in the Learning Center on the fourth floor of the High School in rooms 401-402. We provide support outside the subject area classroom and gear lessons to individual student needs. We identify and adopt effective teaching approaches for students with Specific Learning Difficulties; we monitor their progress and adjust our support to meet the changing demands of our students. The aim of our support is to raise a student’s level of achievement, but also for the student to develop an understanding of his/her own learning needs. Students currently supported by the ACS Resource Program have difficulties in one or more of the following areas (this list is not exhaustive):
- Organization (work, personal)
- Handwriting
- Motivation
- Memory Skills
- Concentration, focus
- Phonological Awareness
- Revision skills
- Specific Subjects
- Study Skills
- Proof-Reading
- Spelling, Punctuation, Grammar
- Exam Techniques
- The writing process
- Time Management
The resource department also tries to enable teachers to respond to each student as an individual by differentiating for learning differences; therefore, subject teacher and resource teacher collaboration is an important part of this process. Sometimes more specific management strategies are needed to reach a student’s learning goals and are discussed, on behalf of the student, by the resource teacher with his/her subject teachers on an individual basis. However, most accommodations are provided within the resource center and include multi-sensory learning aids, software, audio books, and much more.
Criteria for Admission to the Program
Our students have documented learning needs in up-to-date Educational Psychological reports. Our policy is established in accordance with the SEN Code of Practice (2002), the Special Educational Needs Disability Act (2001), the U.S. (IDEA) statutes as well as College Board (SSD) and IBO guidelines. Student admission to the program is determined by the Student Study Team (SST) with input from referrals, parents, teachers and medical professionals usually including an educational psychologist. In most cases resource students have been diagnosed by a specialist as having needs arising from:
- Dyslexia, Dyspraxia
- Non-Verbal Learning Difficulties
- Relative weaknesses in cognitive skills such as working memory, spatial skills, processing speed etc.
- Difficulties in reading comprehension
- Dyscalculia
- ADD, ADHD
- Developmental Language Delays
Accommodations for High School Exams
1. Extended Time on Testing:
Some, but not all, students in the program are allowed extended time for internal testing (50%) and in external examinations (50% College Board, 25% IBO). It is the student’s responsibility to request extra time on internal tests in advance of the test. This information is available to subject teachers on a student’s Annual Profile.
2. Use of Computers in Testing:
All resource students are allowed access to computers in internal exams, but only in particular cases in external testing through the College Board or the IBO. Those approved for extra time through the College Board (SSD) also receive extra time in the SAT.
