Another component of our service providing the best scenario for learning is our student to teacher ratio. The instruction is tailored to each student, pacing information taught is governed by individualized need. Our teachers have the luxury of providing direct, explicit instruction specific to each student.

Our comprehensive reading program was designed to reflect the phonetic structure of the English Language. The curriculum was developed to provide students with the tools needed to decode and recognize patterns within words. Instruction targets reading, spelling and written fluency.

Pre-K standards based activities which include: phonemic awareness, teaching phonics through all sensory pathways, number sense.

Remediation is one piece of the puzzle when there is an instructional gap between the student’s current level of functioning and grade level. Another key component is tailoring classroom instruction to accommodate the instructional gap. An Instructional Plan should be individualized per student need. Parents are an important resource when devising appropriate accommodations. These adaptions are developed through teacher and parental input. Consistent communication is important for careful evaluation of the chosen accommodations. As part of our service, I am happy to attend 504 or IEP meetings to facilitate the collaboration. Connecting all the pieces of the instructional puzzle is always in the best interest of the student.

I grew up saying “I am not a math person”. I blamed myself for having such difficulty with using math for higher order thinking and problem solving. I now know, my struggle in math was not a result of a defect in my processing. The basis of my math challenge was rooted in my understanding of how the math foundation fit together to form a picture. Math too was memorized, not a real experience. I never saw pictures of math, it was all abstract. I have learned over the years there are many people who have the same math related issues.

I wanted to find a method of math instruction based in research which utilized instructional supports emphasizing the picture and interconnection of the math foundation. I believed integration of math content in this way would help develop higher order thinking skills.

As a result of this research, I found a method for teaching math which fits all the criteria I was looking for. We utilize Making Math Real based methods of instruction for math. Making Math Real addresses the needs of all learners. Some of the Making Math Real strategies we utilize are:

Ages 4 through adult
Multisensory Instruction
Lesson Plans based on where student is currently working
Layered instruction with end goal in mind
Informal language and color coding support for new concepts
Symbol Imaging to build multiplication fact automaticity (important for students entering 3rd grade and up).
Instruction in fractions – Building concrete understanding for concepts all the way to abstract work.
Pre -k standards based activities, phonemic awareness and phonics activities, and number sense activities.
Nine lines for multiplication instruction for students entering 3rd grade. This instruction will give students a boost into fact memorization.
Older students apply multiplication and division in a variety of ways: fluency is key.

An initial assessment is required to provide information is needed to individualize instruction.  Our reading instruction is tailored to the student’s specific needs. Reading instruction includes instruction in:

• multi- sensory instruction of sound/symbol relationships

• syllable division patterns

• Rules governing the English Language

• Sight word instruction

• Reading Comprehension

 An initial assessment is required to provide insight into the students written ability.  California State Standards are used to level the writing. This written sample becomes the baseline for beginning instruction.  Written instruction will address:

• Written Organization

• Language Conventions (in context)

• Descriptive Writing

• Outlining