The Longleaf Academy is committed to following the North Carolina Standard Course of Study. These standards of study are research-based and provide necessary competencies that students will need to have once they return to a regular, conventional educational setting. Our students may require additional instruction in prerequisite concepts in order to achieve grade-level competencies, but because our curriculum is individualize based upon the student’s present level of achievement, these fundamentals are predetermined and address in the students quarterly individual goals and objectives. Thus, students begin to acquire success in grade-level competencies once they have mastered essential concepts.
Language: Our language program is presented in multiple parts on a daily basis.
Grammar: Our school uses the Winston Grammar Program because students experience the success of mastering the syntactic rules that govern our language, while improving necessary neurological processing. Winston Grammar connects the fundamentals of syntax using visual-auditory- kinesthetic/tactile modes of learning.
Written Expression: The Excellence in Writing program is essential to the fundamentals of written expression because it provides a necessary foundation for young writers. No matter their age, before emergent writers can successfully express themselves in print, they must first have a schema. This program instructs the students to that order by providing a sequential, structured format before the writing process ever begins. Students meet with immediate success!
Comprehension: The North Carolina Standard Course of Study requires a variety of genre at various grade levels. Though the students may struggle with reading the literature, they do not struggle with understanding the author’s content. Age appropriate literary materials are presented to various ages, but the text is read aloud so the student may experience full participation in rich literature. Our students are capable of higher orders of comprehension, therefore it is our philosophy that exposure to and experience in the elements and devises of award-winning prose is essential.
Clinical Reading: Clinical reading sessions are held 3 to 4 days per week and are initiated in a 4:1 student/teacher ratio. It is during these clinical reading sessions that reading and spelling specific goals are addressed and significant improvements are made in the student’s reading and spelling abilities. Our staff is trained in the Orton-Gillingham Approach, a multi-sensory phonic-based approach that adheres to these fundamental principles:
Language-Based: Using techniques that enrich the understanding, mechanics and process of language.
Multi-sensory: Teaching language using the three primary modes of memory retrieval – Visual-Auditory-Kinesthetic/Tactile (VKAT).
Structured, Sequential, and Cumulative: The elements of language are introduced systematically to the student at his/her present level of mastery. The fundamentals are presented in small units, thus enabling the student to achieve success without being overwhelmed. Students learn new skills while maintaining and refining previously learn information.
Cognitive: Students acquire new information by activating previously learned fundamentals. This Gestalt approach stimulates their prior knowledge and allows the student to apply known information to new information.
Math: Saxon Math teaches students the fundamentals of arithmetic and continuously reviews necessary concepts so that mastery can be acquired. Because we individualize each student’s curriculum according to his/her needs, students’ progress through the curriculum is in accordance to their level of mastery.
History and Science: According to the North Carolina Standard Course of Study, students are instructed in grade appropriate knowledge and competencies in both history and science using the Veritas Press Curriculum. This curriculum maintains a classical approach with short, concise objectives. Competencies will vary according to the student’s present grade-level and appropriate modifications are made in accordance with the student’s learning difference(s).
Computer Competencies: Basic keyboarding is an important skill necessary for all students. For children with learning differences, keyboarding is essential. Students with language-based learning disabilities often have great difficulty using pencil/paper for writing, but excel in expressing themselves using computers. Students will not only be trained in basic keyboarding and word-processing, but they will also become proficient in using programs designed exclusively for them.
Art: Elements of Art
Students Ages 10 and Up will observe and apply the basic elements of shape and fundamentals of composition as they mimic demonstrations in drawing from still life, and the masters. Students will also imitate details in a subject, with respect to shade and light. Technique application in chalk pastels, acrylic, and relief painting is also introduced.
Students Age 5 and Up will learn to observe and apply the basic elements of shape as they develop step-by-step drawing skills from still life and the masters. Students study color application in oil pastels, watercolors, and acrylics. Fine motor development and observational skills are emphasized.
Physical Education: Students will participate in a full hour of P.E. each week. They will be instructed in daily exercise and activities that compliment a healthy lifestyle. The primary goal of this curriculum is geared toward personal improvement in healthful living. The student’s personal best effort is primary for success in physical education.
Standards of Achievement: Students are assessed for concept mastery using three criteria:
- Student Portfolios: Portfolio assessment compiles the student’s daily work throughout each grading period and shows growth in the competency areas.
- Weekly Assessments: Assessments are administered weekly in all competencies to ensure the application and progress of the student’s concept knowledge. The Longleaf Academy uses a ten-point grading scale and progress less than 80% is address in clinical tutorials.
- Standardized Assessment: Students are assessed using two forms of standardized assessment:
Informal Assessment: This assessment measure is done quarterly so that specific goals and objectives can be determined in the student’s areas of weakness.
Formal Assessment: This assessment measure is done yearly using the IOWA Achievement to determine growth in the student’s achievement in specific competencies.
