Optimal Learning Program
Optimal Learning Program Classroom
A full battery of psycho-educational assessments, which are administered by non-school-based psychologists, must be completed prior to enrollment in the Optimal Learning Program. Based on their findings and subsequent report, standards are set according to the individual needs of the referred student. Effective strategies are developed by the Optimal Learning Program specialist and are then shared with all teachers working with each particular student. Small group instruction and cooperative learning activities are incorporated within the student’s curriculum in order to complement various learning abilities.
The Individual Learning Plan (ILP) is a formal, comprehensive document that outlines each student’s profile. It indicates the student’s learning difference, preferred learning style, strengths and areas of difficulties. It also states the accommodations that students are eligible for and lists the goals the Optimal Learning Program specialist works on in the classroom. Lastly, there is a section on the ILP where the counselors are asked to develop goals for students that are in need of counseling services, as stated in the psycho-educational assessment.
Additionally, the Optimal Learning Program may administer informal subtests to students who are performing academically below grade expectation, in order to determine reading, writing and math levels. These subtest results may show a need for the students to enroll in the Optimal Learning Program only after a full battery of psycho-educational assessments have been completed.
The Optimal Learning Program specialist provides support and guidance to the classroom teachers in order to properly support student abilities. Collaboration is established among the entire team and valuable tactics are adopted in order to enable students to maintain success within the classroom. Monitor sheets are student assessments that are distributed monthly to validate student strengths and determine areas that need improving. The monitor sheets are kept in the student’s confidential file. This information provides the program with evidence of student strengths and areas where additional assistance is needed in order for the student to excel in the classroom.
The Optimal Learning Program also uses an inclusion type model as a support service for students who need monitoring to help them succeed in the regular content classes. The Optimal Learning Program specialist and / or Optimal Learning Program aide enter the content classes with the students to provide on the spot assistance. The Optimal Learning Program specialist communicates and meets regularly with members of the faculty which help to regulate the monitoring of the student.
Optimal Learning Program Consultation
Optimal Learning Program Consultation is a support service for students who need monitoring and / or testing accommodations to help them succeed in the regular class; it does not involve classroom instruction.
1. The Optimal Learning Program specialist meets with the student on a pull-out basis during a scheduled convenient time for both. This consultation may be up to 20 minutes long and may take place once a week. The student is responsible for contacting the Optimal Learning Program specialist just as much as the Optimal Learning Program specialist is responsible for contacting the student.
2. Optimal Learning Program consultation students are entitled to accommodations, which are specific to each student’s needs. Accommodations are specific guidelines for teachers to follow so that individual student needs are met. These guidelines are presented in the Individual Learning Plan (ILP).
3. Formal communication with parents takes place once a month by the monitor sheets and phone calls or emails as often as necessary.
4. The Optimal Learning Program specialist communicates regularly with members of the faculty which helps to regulate the monitoring of a consultation student.
5. Students who require more support and small group instruction are placed in an 80- minute block of time, which meets every other day by grade level.
6. Placement of students in the Optimal Learning Program, either in Optimal Learning Program consultation or Optimal Learning Program small group instruction will be determined by the Child Study
Team.
DIFFERENTIATED INSTRUCTION at ACS ATHENS
OLP realizes the importance of addressing each student's needs in the classroom, so as to optimize/customize his/her learning experience; this is accomplished with Differentiated Instruction. Read more below:
Differentiated Instruction is Like Environmentally Sensitive Land Development"The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students’ prior knowledge), different soil types (cultural origins) and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from current landscape as the basis for new construction."
- Adventure of the American Mind Northern Virginia Partnership
Open House 2013
The Optimal Learning Program welcomed all ACS teachers to its second Open House which took place on Tuesday, February 12th. The two topics for discussion were Attention Deficit Hyperactivity Disorder (ADHD), presented by Dr. Vicky Mousouli and Learning Related Vision Difficulties presented by Dr. Fotis Velissarakos.
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common learning differences encountered in children today. ADHD is associated with symptoms of inattention, hyperactivity, impulsivity and other behaviors that have been characterized as disruptive or as impeding learning in the classroom. Students that are diagnosed with ADHD or have ADHD characteristics need specific classroom interventions in order to be successful in school. In her presentation, Dr. Mousouli was able to give her audience a brief overview of what ADHD is as well as strategies that if implemented can assist the students.
Students that are diagnosed with Learning Related Vision Difficulties struggle with coordinating their eyes but also in using their eyes in coordination with their hand movements. For this reason they may experience difficulty with sustaining their attention and focus, but they may also see things double or blurry. This in turn can hamper academics leading to difficulty with reading and writing. Dr. Velissarakos provided us with a checklist highlighting behaviors students may display if they are experiencing vision difficulties as well as a description of vision training.
The Optimal Learning Program looks forward to its next Open House, providing its colleagues with hands on experiences in working with students with learning difficulties.
The Optimal Learning Program pioneered its first of a series of open house events for the 2011-2012 academic year on November 16, 2011. This was an initiative generated by a sincere desire of many of our teachers to learn more about accommodating students with learning differences in the classroom. The event was considered a big success!
The first theme for exploration was on attention, concentration and staying focused.
Over 30 ACS Athens faculty and staff members attended, during which they were given the opportunity to engage in hands-on activities designed to challenge them into embracing learning difficulties. They “walked in the shoes” of a student with a learning difficulty to better understand how such a student feels on a daily basis at school.
The Optimal Learning Program is committed to creating a positive rapport with colleagues, establishing open lines of communication and creating a safe and approachable environment for all.
The next Open House event is schedule to take place in February 12, 2013. Details will be announced at a later date.
Brochures & Documents