Dedicated to Building
Self Determination with
Brain Based Learning Strategies
FOUNDATIONS at Bishop John J. Snyder High School, provides an intellectually challenging, supportive, brain based learning environment, dedicated to fostering the development of successful personal learning strategies, intrinsic motivation, self-determination, and the integration of researched best learning practices.
Vision: Strong Faith, Spirit Guided, High Expectations, Renewed Promises
- students with diagnosed learning problems and difficulties the opportunity to learn the organization and study skills necessary for improvement and increased success in academic undertakings
- students the learning tools and accommodations necessary to function successfully within a college preparatory curriculum
- students with diverse learning styles an understanding or "how to" approach to learning tasks, accommodating their individual strengths and talents developing individual learning strategies
- positive learning experiences in which students may develop and master individual learning strategies to promote academic and interpersonal success
- an environment encouraging lifelong learning gains through independent and self-determined choices
- reasonable accommodations in a college preparatory classroom environment
- consultation services for teachers, parents, and administrators
- transitional planning and services
- The FOUNDATIONS Coordinator works with parents, student, and teachers in a consultative and collaborative manner in regard to the student's strengths and difficulties within the Bishop John Snyder High School learning community to ensure successful academic experiences.
- Academic strengths are emphasized and mild deficits remediated
- Accommodations are made without modification to materials or coursework objectives
- Regular communication with teachers and student, across the curriculum, is made to ensure accommodations, student learning strategies, and self-advocacy skills are utilized
- Regular communication, informal and formal, with parents occurs when the need arises and in an ongoing manner via Edline with weekly progress reports, written reports, phone calls, and incidental conferences.
- The FOUNDATIONS coordinator works collaboratively with Guidance, Dean, and Campus Ministry personnel as part of the continuous evaluation of the students' progress toward independent use of learning strategies and self-advocacy skills.
- The FOUNDATIONS coordinator provides the administration with reports and/or conferences showing commitment and accountability.
Criteria for admission to FOUNDATIONS
- Expressed intent to enroll in the program
- Appointment for an eligibility interview with the school's FOUNDATIONS coordinator and guidance counselor.
- Documentation of special education needs - any pertinent documentation identifying special learning difficulties or needs. This includes checklists, other reports, and a full psychological report stating a learning disability, attention deficit disorder, or appropriate paper work to show a diagnosis of other health impairments. Such testing must be current.
- Academic testing within the last three years
- IQ Test such as the WISC-III and Achievement testing
OR the following two
- (1) Original IQ and achievement testing along with
- (2) Most recent reevaluation showing continued academic deficits and need for continued accommodations. Documentation may be in the form of a check-list and/or written teacher input.
- Information concerning required medication(s)
- Anecdotal information from previous school
FOUNDATIONS Functioning Diagram
FOUNDATIONS Inclusive Support Diagram