Services

How does my child qualify for services?

When performance is significantly lower or higher than the average, referrals may be made for the screening process by the school psychologist. If performance is affected by a specific learning disability or requires enrichment opportunities, then the student qualifies for support or enrichment services.

How are the specific services assigned and provided?

Once a specific diagnosis has been made, the necessary support services are agreed upon and scheduled during the regular school day time. Due to time constraints and space limitations, some services may occur after school or be provided by outside professionals.

How is progress monitored?

Based on the formal evaluation and student performance a baseline is established, goals and objectives are then developed and monitored throughout the year. Frequent Case study meetings take place with parents and team to monitor the progress.

How long will it take for my child to meet his or her goals?

It is not possible to establish an exact time, as student progress is achieved individually, but based on the IEP you will be able to monitor the progress towards meeting the goals.

What can I expect for my child´s day to be like?

Each student will receive the grade level courses, within the 6 one hour periods per day. Teachers modify the learning goals and materials in order to align with the student´s learning style and levels; therefore the learning process is adequate for each child increasing learning success and building a positive environment. A schedule will be provided to allow for students to receive their agreed upon dditional supports. All non-academic periods will remain intact in order to promote the social integration and student social emotional development. requirements with the necessary modifications and/or enrichment opportunities

What happens if my child requires additional support?

The multidisciplinary team will meet with parents to discuss areas of concern or additional supports required.

Counselors

How will my son or daughter possibly feel about being in a smaller learning setting?

At first, students might feel nervous or shy, however, as their first interview is held, they are explained that they have snack, lunch and other school activities along with the “big” group. Like in every new experience, an adaptation process will take place, so as they become familiar with the group, teachers, teaching methodologies, and begin to experience success, the child starts to feel better about themselves. Additionally, students learn about the benefits of being part of a small group and why a more personalized education is needed in order for them to acquire the skills and strategies to become a student in a larger group. Differences are embraced and students are taught that learning differently has nothing to do with their cognitive skills (ability to learn/ how intelligent they are). Once they understand how the Academy works, students feel good and are encouraged to do their best at all times. As they start having successful academic experiences, their self esteem is strengthened and we start seeing positive changes overall.

What support is given to students in order for them to adapt quickly to the group?

First of all, principals, teachers, and counselors get to know the students and make them feel welcomed. A buddy is assigned to each new student in order to help them meet their new classmates as well as the teachers. Counselors monitor students closely, making sure they are feeling comfortable, accepted and integrated to the group.

How does the school handle bullying?

The school has a zero tolerance policy towards bullying, meaning that it is unacceptable. Counselors have meetings with students about bullying and its consequences, as well, as ways in which they can identify, report, and handle unwelcome situations. Educating in awareness of the impact of bullying, how it can affect others, helps students to be kinder and think before acting or speaking. The Mentoring Program also focuses on teaching empathy, kindness and respect, as well as being reinforced by Counselors and teachers.

How do you help Academy students to integrate with DCS students?

Students share the same snack and lunch breaks and they are also part of grade activities like trips, visits, Science Fair, so they are always in contact. Each division Counselor also works with students so that they can be friendly and always welcome students from other divisions. The school also promotes a community of respect, empathy and kindness.

Will my daughter or son always be in Academy?

The purpose of Academy is to teach students who learn differently the skills, strategies and habits in order for them to be able to cope and handle their weaknesses. The idea is for each student to reach their academic goals, grade level expectations, and be able to work independently in a larger group. Each student is different and the age at which they are diagnosed with conditions such as ADHD, dyslexia, dyscalculia, or others, is also key as to how long they will be in Academy; therefore, the time that the student requires some level of support services varies.

Which factors influence a child’s transition to a larger group?

Success at the Academy is measured by the number of students that transfer to the larger group at the end of the school year. However, this is something that depends on the academic level obtained, level of independence and organizational skills, effective communication and collaboration with teachers and peers; and how the child commits to the learning process and necessary supports.

Therapies

What does educational therapy mean?

Educational therapy offers students with learning differences a wide rage of interventions designed to remediate learning problems, help build skills that are missing, and provide them with learning strategies based on their strengths to compensate for their weaknesses.

What is the goal of educational therapy?

Educational therapy aims to train students into becoming independent learners and understand their own learning profile.The goal of therapy is to remediate what is interfering in their learning process.

How long does it last?

Therapy is provided throughout the school year, twice a week for a duration of 30 minutes. This is carried out during school hours, always providing them the chance to make up assignments and to receive the instructions again, since they do not miss the entire class period

What areas are included?

Visual Perception: therapy is aimed to help students make sense and interpret what they see. These abilities are necessary for reading and writing, judge size and spatial relationships of objects within a text. Attention: is the ability to screen out irrelevant information and focus what is important at the moment. Therapy helps the student to understand their own attention process, their distractors and they gain strategies in focusing and sustaining attention. Memory: aims to strengthen three basic processes: encoding, storage and retrieval of information to help students learn new skills.

How is progress measured?

Each goal during educational therapy is measured individually, based on the established baseline and described in each student's individualized plan. Each student is encouraged to formulate personal weekly goals for each therapy session and monitor their own progress.

What are executive functions?

A set of mental skills used daily for many tasks, such as setting goals, planning, managing time, attention and remembering things. They include working memory, flexible thinking and inhibition.

Common signs of having trouble with executive functions?

Difficulty paying attention, Trouble remembering things, Organization and prioritizing, Time management difficulties, Difficulty solving multi step problems, Attention and focusing, Self Monitoring.

Teachers

Are the curriculum and expectations the same as mainstream classes?

The Academy follows the same DCS Curriculum and grade level expectations in all academic areas; however DCA provides additional supports, skills, and strategies to for students to achieve these expectations.

How will I know my child is progressing?

Based on beginning of the year diagnostic exams and psycho-educational results, an Individualized Learning Plan (IEP) will be developed with measurable and attainable goals, this document will guide the instruction, supports, and services to be received throughout the year.

Are parents a part of the IEP goal setting?

Yes, parents will be part of the IEP discussion and goal setting at the beginning of the year, and will be informed of the progress made throughout the year.

What is an IEP?

An IEP refers to the guiding document that states each child´s strengths, areas of needs, present level of performance, goals and objectives, and any other additional supports needed to allow the child to meet their maximum potential.

How do I support my child academically after school?

Teachers make the necessary accommodations for each students understanding of content. The homework assignments sent home are assigned so each student is able to complete them independently. Your child will only need your support in having the appropriate learning environment, the necessary materials, and a moment to share his achievements once the assignments are completed.

Gifted Program

Does my child qualify to participate in the gifted program?

Students with high academic achievement, creativity, and task commitment are invited to participate in the Gifted Program.

What classes are offered?

The gifted program is offered from 1st to 8th grade in the areas of English, Science, and Math.

Can my child participate in one or all of the gifted classes?

A student may be invited to participate in any or all 3 classes, based on performance.

How does the Gifted Program differ from the general classroom instruction?

The Gifted program offers an enriched curriculum with the necessary curriculum compacting and differentiation to maximize student learning.

Is there an additional cost for this program?

Yes, this program has an additional cost based on the grade level. Please contact the gifted program coordinator for more information.

Who nominates my child?

At the end of each year the child´s homeroom teacher nominates the students for the classes that they consider appropriate.

Can I nominate my child?

Yes, you may nominate your child; however an identification and validation process will be complete prior to acceptance into the program.