Community and Engagement
Life Skills and Independence
Neurodiverse Social Skills
Recreation and Activities
Recreation for neurodiverse students

The Importance of Recreation at a Boarding School for Neurodiverse Learners: Part 4 - Other Types of Independent Recreation

At Brehm, students can pursue unique passions through individualized recreation, including music lessons, horseback riding, art, and martial arts. These activities promote personal growth, executive functioning, and community engagement. By supporting diverse interests, Brehm ensures students maintain continuity in their development while inspiring peers and fostering independence.

LaNeal Nance
Marketing Coordinator

Expanding Horizons: Exploring Independent Recreation Opportunities

Have you ever wondered about the variety of independent recreational activities available to students at a boarding school? In my previous blog post, "The Importance of Recreation at a Boarding School for Neurodiverse Learners: Part 3 - How to Prepare a Student for Independent Recreational Activities," I discussed the process of preparing students for independent recs. Now, let's explore other types of independent recreation that extend beyond typical activities and dive into more individualized pursuits.

Independent Appointments

Outside of the independent recreation types mentioned earlier, students at Brehm Preparatory School often have independent appointments. These are individualized activities and lessons that cater to the unique interests and needs of our students. Many students come to Brehm having been involved in specific individual activities that go beyond the scope of what we can provide directly on campus. Examples include:

  • Musical Lessons: Some students may have ongoing piano, guitar, or vocal lessons that they wish to continue. We facilitate their continued growth by arranging lessons with local music teachers, such as The Practice Pad and Mike's Music.
  • Horseback Riding: Students passionate about horseback riding can continue their lessons at local stables like Le Cheval De Boskydell in Jackson County and Autumn Ridge Acres in Williamson County.
  • Independent Art Lessons: For those with a keen interest in visual arts, we arrange for private art lessons with local artists or at SIU's art programs, allowing them to hone their skills in drawing, painting, or sculpting.
  • Martial Arts Lessons: Students involved in martial arts can continue their training at nearby dojos like Han Judo and Taekwondo in Jackson County.
  • Gymnastics: For those interested in gymnastics, Saluki Gymnastics offers a great place to continue training and developing skills.

In these situations, we don't want to hinder our students' progress in their chosen activities. Instead, we outsource the lessons and appointments to local professionals, allowing our students to participate fully in these activities.

Benefits of Independent Appointments

Allowing students to continue their individualized activities has numerous positive effects:

  1. Continued Progress: Students can maintain the progress they have made at home without feeling that attending a boarding school has halted their development in these areas.
  2. Inspiration for Peers: Often, students' involvement in unique activities inspires their peers to explore these interests. This can lead to new clubs or groups forming on campus, enriching the school's recreational offerings.
  3. Designated Off-Campus Time: These appointments provide students with designated off-campus time, offering them a change of scenery and a break from the routine. This can be particularly beneficial for their mental health and overall well-being.

Added Responsibility and Executive Function Skills

Participating in independent appointments also adds a level of responsibility for the students. They need to:

  • Know Their Schedule and Driver: Students must be aware of their lesson or appointment times and who will be driving them. This helps in planning their day effectively.
  • Prepare Equipment and Clothing: Depending on the activity, students may need to have specific equipment or clothing ready. For example, they might need to bring their musical instrument, art supplies, or sports gear.
  • Plan for Meals: Some activities may coincide with meal times. In such cases, students might need to work with staff to arrange meal plans. This could involve packing a to-go box from the cafeteria or communicating with their driver about getting takeout.
  • Communicate with Instructors and Coaches: Students need to stay in touch with their instructors or coaches, especially if there's a change in schedule or if a lesson gets canceled. They might need to reschedule or discuss makeup sessions.

These responsibilities help students develop executive function skills. While some students may handle these tasks independently, others might need support and guidance from staff. The goal is to gradually move students towards managing these responsibilities on their own, fostering independence and self-reliance.

Example: Musical Lessons

Imagine a student who has been taking piano lessons for years and has developed a significant skill level. Upon joining Brehm, we ensure they can continue their piano lessons with a local music teacher. This continuity not only helps the student maintain their musical progress but also gives them a sense of normalcy and connection to their previous life.

During our Brehm Spring Family Weekend in 2016, 2017, and 2018, we had a talent show where some of our students who had outside musical and vocal lessons were able to participate and showcase the skills they had been working on. These performances were a testament to their hard work and dedication, and they put on a great show for the families and community.

Example: Horseback Riding

Consider a student passionate about horseback riding. We coordinate with local stables like Le Cheval De Boskydell and Autumn Ridge Acres to ensure they can continue their lessons. This allows the student to pursue their passion, build confidence, and even share their experiences with peers, potentially sparking interest in others.

Holistic Approach

These individualized activities are a crucial part of our holistic approach to education at Brehm. By supporting students in their unique interests, we help them develop a well-rounded skill set and a strong sense of self. The lessons learned during these activities often translate into other areas of their lives, including academics and social interactions.

Conclusion

Independent appointments and individualized activities play a significant role in the recreational offerings at Brehm Preparatory School. By outsourcing lessons and facilitating continued participation in unique pursuits, we ensure our students' growth and development are never hindered. These activities not only help maintain continuity but also inspire peers and provide essential off-campus experiences. At Brehm, we are committed to supporting the diverse interests and needs of our neurodiverse learners, fostering a well-rounded and enriching educational environment.

Stay tuned for more insights and stories from Brehm Preparatory School, where recreation is an integral part of our students' growth and development.

LaNeal Nance
Marketing Coordinator

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English Department

The English Department of Brehm Preparatory School provides individualized instruction for students in literature, writing, grammar, research, and technology integration. To deliver a standard-based curriculum, we provide the necessary accommodations and strategies. We address the foundational language skills when necessary to fill the learning holes and improve outcomes.

Department Overivew

The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.

The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.

The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.

The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.

The English Department’s objectives for all classes include:

  • Improve reading skills while reading a variety of literary genres
  • Understand, analyze, synthesize, and assess literary elements
  • Evaluate literature in relation to historical perspectives and/or context
  • Use assistive technology and software to read, comprehend, organize, and present information (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth, G-Suite – Docs, Forms, Slides)
  • Apply grammatical, spelling, and punctuation rules to writing
  • Speak and write clearly and concisely on a specified topic
  • Expand and refine vocabulary
  • Engage in higher order thinking skills
  • Reading support and coaching through online software
Junior High English Language Arts:

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Fundamentals of English

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Linguistic Literacy

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Project Read

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Literacy Strategies

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Modern Literature

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Business English

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Writing and Composition

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Creative Writing

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software