 | Dedicated to Building
Self Determination with
Brain Based Learning Strategies
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Mission Statement:
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
FOUNDATIONS Offers:
- 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
Program Description
- 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
FOUNDATIONS Brochure |
