Reading Intervention 

Our Reading Program, Reading Horizons, works equally well for students from a disadvantaged background, students facing or have dyslexia, students who face challenges to learn how to read, those learning English as their second Language, advanced students, fast leaners, adult learners, and natural readers.  Reading Horizons an Orton Gillingam Based Reading program that has incorprated the science of reading as well as the lower strands of Dr. Scarborough's reading rope.  This reading programs ensures that every student recieves the critical foundation skills needed to become fluent readers. Since we know fluent reading is a critical prerequisite to higher reading comprehension. 

Reading Horizons addresses the needs in Special Education and has been endorsed by the Council of Adminstrators in Special Education (CASE) for use in special education settings, remdial reading courses, Tier II and Tier III in RTI programs.

This program is alligned to the Structured Literacy approach, which includes all the best practices for teaching students with dslexia.  The unique marking system that is embedded in every skill lesson, helps students with dslexia learn to recognize and decode English sound, letter, and word patterns. 

By focusing on one skill at a time, students experience quick wins on simple and achievable goals that motivate and fuel confidence.

The Reading Horizons method delivers engaging, explicit, systematic phonics instruction through a multisensory approach based on Orton-Gillingham principles. Instruction is cumulative and organized in a sequence that enhances learning and simplifies teaching. Each sound of the English language is explicitly taught along with the letter(s) that represent the sound. Five Phonetic Skills are taught to help students recognize short and long vowel patterns in words and syllables. Two Decoding Skills are presented to show students how to decode multisyllabic words. The multisensory approach used with the Reading Horizons method enhances learning and memory by engaging auditory, visual, and kinesthetic modalities simultaneously during instruction. A unique marking system is employed to draw student attention to the features and patterns of English as well as to give visual cues for pronunciation. Throughout the course of instruction, students are provided with engaging activities for practice and application of the skills learned. 

Math Intervention 

V Math is a targeted and effective math intervention program for struggling students that provides additional opportunities to master critical math concepts and skills. V Math delivers essential content using strategies proven to accelerate and motivate at-risk students. V Math provides conceptual development, procedural skill and fluency practice, problem solving, communicatin as well as application activities.  It is a explicit instruction andconceptual develoment that supports students development, develops confidence and independency in math abilities. V Math Provides foundational lessons to scaffold the instruction and supports the progression of skills outlined in state and national standards. V Math provides foundational skills necessary for student's grade level success

Writing

Essentials in Writing (EIW) focuses primarily on teaching and modeling portions of a composition over several days resulting in shorter lesson times over several days versus longer lecture periods and assignments. EIW is considered a complete writing program as it includes both grammar and composition instruction. 

 EIW focuses on teaching students how to use the parts of speech that are tools for effective communication rather than how to diagram sentences. With this approach students learn which parts of speech are tools that aid in effective communication in an isolated activity apart from composition. Then, in section two, students learn how to apply these tools during the drafting and revising steps of the writing process in the context of composition.Students retain information better when they use it over a period of years. As the students progress from level to level, they will apply concepts and skills with increasing complexity and add to their repertoire of composition types.With a student-centered program, students have control of their learning and are often more energized and empowered to learn. EIW can be used alongside reading/literature, spelling, and/or vocabulary study to create a complete language arts program and compliments Reading Horizon. 

Behavoral Support

Conscious Discipline empowers us to be conscious of brain-body states in ourselves and children. It then provides us with the practical skills we need to manage our thoughts, feeling and actions.

With this ability to self-regulate, we are then able to teach children to do the same. By doing this, we help children who are physically aggressive (survival state) or verbally aggressive (emotional state) become more integrated so they can learn and use problem-solving skills (executive state). When we understand the brain state model, we can clearly see the importance of building our homes, schools and businesses on the core principles of safety, connection and problem-solving.