Collaboration Resource is a relationship between the student’s home-based school and Longleaf Academy. The home-base school agrees to partner with Longleaf Academy on behalf of a student who would benefit from an Orton-Gillingham Approach and academic remediation.
Longleaf Academy will implement remedial instruction for up to 2 1/2 hours daily.
In Fayetteville, instruction occurs:
Episcopal Day School– http://www.episcopalday.org/
Students are instructed in reading, writing, and math in a 4:1 student teacher ratio
Partner schools and parents are provided with quarterly goals
Longleaf Academy is responsible for progress monitoring and student grades are based upon the present level of academic performance in these areas.
Levels of Language Development
Reading and writing are part of the language system. Individuals with dyslexia and other language-based learning disabilities neurologically process print for language differently than the average learner. Reading research has determined that 15% of students experience a range of symptoms related to dyslexia. Dyslexia occurs on a spectrum but the consequences almost always end in poor reading and writing proficiency. Longleaf Academy uses the Orton-Gillingham Approach, a multi-sensory and structured approach that is supported by more than 60 years of research and practice. The OG Approach employs a structured and sequential method and adheres to the following 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.