Incoming students are assessed to identify their reading level. Classes are designed to improve reading fluency through decoding skills, and development of automaticity with respect to the sound-symbol relationships.
When students become more fluent readers, the focus shifts to comprehension strategies specifically designed for students with reading disorders.
Language development, technology use, self-management, executive functioning, and social and emotional regulation are supported and addressed as "teachable moments" in the academic program.
A student who struggles with language will flounder in other academic areas. The Social Skills Communication class is taught by a part-time Speech and Language Pathologist.
At The Vanguard School we cater to the whole student. Instructors adjust their level of support, and set the instructional level according to each student’s unique academic plan.
Student goals are identified, as well as accommodations necessary to achieve those goals. These adjustments are captured in the student progress reports for each class, with respect to the course standards.
Differentiation of instruction is accomplished by identifying the performance levels of each student within the construct of curriculum standards for each class.
The premise is all lessons begin at the student’s instructional level and move toward mastery of the standards by utilizing specific teaching strategies that will foster student growth and achievement in relationship to the required competencies.
Concurrently, differentiation of instruction and accommodations within each class will be observed where one student may be asked to perform an assignment or task that requires comprehension with teacher prompts with a mastery of 80%, while another student is asked to perform an assignment that requires analysis of given information independently with a mastery of 90%. This process is successful when instructors understand the needs of each student. We use medical and psychological information provided by licensed practitioners through our parents to identify appropriate accommodations. Our faculty employs many different strategies to accommodate students in the areas of presentation of material, (how the student will access information); response (how the student will demonstrate competence of instructional material); setting (where the student will be instructed and assessed); and scheduling (time needed to instruct, respond and for assessment/testing).