Curriculum & Programs

Language Arts

Students who struggle in learning to read and write often find themselves with limited options for assistance. Research has identified several key factors that need addressing in our schools nationwide: 1) most teachers are not adequately trained to teach students with these issues, 2) special education programs are often too focused on word identification and don't focus enough on reading for a purpose and writing to express one's thoughts, 3) reading intervention programs often do not provide the intensity and frequency of instruction that is needed for mastery, and 4) intervention techniques are often used by a single teacher and are not reinforced throughout the day in all of the student's classes.

The de Paul Language Arts Program was developed by the school to address these issues. This curriculum utilizes the best educational practices identified by research, providing the key elements shown to be essential for students with reading disabilities. And while it teaches students the fundamentals of word reading and spelling, it also emphasizes the true goal of this instruction: reading fluently with comprehension and expressing one's ideas with clear and well-crafted written language. And this focus is not just a part of the Language Arts periods; the same techniques and skills that students learn in Language Arts are taught and used in Science, Social Studies, Math, and the other content areas. These three elements are a key to de Paul's success.

de Paul understands that reading intervention is not a simple task and cannot be provided in a "one size fits all" approach. Teachers focus on key aspects of language arts, diagnosing student needs within these areas and providing tailored instruction. Each of these areas is taught through de Paul's highly-acclaimed techniques. Components include:

A. Linguistics: Linguistics is The de Paul School's method of teaching the written code of our language. In other words, it teaches students how to read words and how to spell them. For students with learning differences in reading, this means addressing foundational skills which allow us to deal with the code of our language:

• Phonemic Awareness: Processing the sounds of spoken language is a key to reading and spelling. Students learn to identify sounds, discriminate between different sounds, identify clusters of sounds within words (such as syllables or "word families"), blend sounds together to form a word, and segment a spoken word into its individual sounds.
• Graphophonics: Students are taught to recognize sound-letter relationships quickly and accurately, for use in reading and writing.
• Letter Clusters: Students are taught to cluster letters together while reading and writing. This begins at a simple level, such as recognizing "at" in "cat," and advances to strategies for decoding and spelling multisyllabic words.
• Meaning Cues: Students are taught how attention to the sound of a sentence (syntax) and the meaning of the sentence (semantics) can help support the decoding process. They also learn to associate the patterns and meanings of similar words in order to spell them (ex: courage, discourage, encourage, courageous, ...).
• Letter Formation and Handwriting: Students are taught smooth, organized handwriting in order to increase speed and legibility of work. This is especially important for students who experience difficulties with letter reversals, who have poor visual memory of letters, or who have poor fine motor coordination.
• Mechanics: We teach the structure of our written language, from punctuation to paragraph formation.
• Grammar: Students learn the roles that words play in a sentence in order to enhance their reading comprehension and expressive writing.

B. Reading Comprehension: Students with comprehension difficulties are taught specific skills and strategies for increasing their understanding and memory. These skills include visualizing what they are reading and using strategies to stay involved with the text as they read. Reading comprehension is practiced in various contexts, including literature, pleasure reading, and content reading in other subject areas. Students read from various digital media as well, in preparation for the role that technology will play in their lives.

C. Written Expression: de Paul students are taught strategies for generating ideas, organizing these ideas for writing, and structuring their writing so that the written task is not overwhelming. Students learn to write a variety of genre, including expository (factual), narrative (fictional or story telling), and poetry. de Paul teachers strive to teach students to write for enjoyment and communication as well as to write in ways which will be expected in future school settings.

D. Literature: Literature is emphasized for all students, regardless of their level of reading skill. In addition to the value of the ideas expressed within a story, students are taught concepts of characterization, setting, plot, motivation, author's intent, and various literary devices.

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Mathematics

Imagine an approach to learning math that introduces each new concept in real-world situations and with objects that can be held, moved, combined, and broken apart. Imagine that in this approach, students do not try to learn symbols for math concepts or procedures until the meaning behind these symbols has been mastered. And what if these math concepts and skills were not presented within a preordained number of classes, but in whatever length of time was necessary for students to truly master them? The result of this approach would be that math concepts are more deeply understood and better remembered over time. de Paul's mathematics program is just this type of program.

The de Paul Mathematics Series, developed by the school, is specifically geared for students with learning differences. This program teaches concepts sequentially, with each new concept building upon the previous concepts. Unique among math curricula, The de Paul Mathematics Series breaks each concept into smaller conceptual pieces which guide students to a firm understanding. Math instruction is highly interactive and hands-on, rather than worksheet-driven. Since students with math difficulties often need a great deal of repetition and practice in order to retain new skills, our curriculum is structured to give them that time.

This program covers various aspects of math, including:

• Arithmetic: The de Paul Mathematics Series stresses an understanding of the concepts behind arithmetic procedures, as well as the procedures themselves. Our instruction frequently is geared to filling in the gaps in knowledge which frequently exist in students with learning differences, as well as moving students to higher levels of accomplishment.
• Time and Money: It is common for students with learning differences in math to be deficient in telling time and counting money. These two areas of math skills are vital for full participation in society. These skills must be practiced regularly in school, at home, and in daily living situations.
• Overarching Themes: Several aspects of math permeate life and arithmetic. These include:
  • Measurement
  • Data (graphs, charts, and tables)
  • Estimation
  • Geometry and Spatial Sense
  • Logical Thinking Skills
• Problem Solving: de Paul strives to teach students to solve problems based on their understanding of the concepts involved, rather than through an over-reliance on memorized steps. For students with math difficulties, these problem solving skills must be taught through specific techniques.

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Science

de Paul considers scientific thinking to be just as important as science facts. Students are therefore challenged to ask specific questions and to think of ways to investigate possible answers. Students' own experiments and theories, shared during science conferences, are held in high esteem along with those of the established scientists that they study. This inquiry-based approach to science produces students who view science as a tool for all people and who consider their curiosity to be the path to new discoveries.

In elementary school, students explore a variety topics from life science, earth science, and physical science throughout the school year. In middle school, each grade level specializes in a different field of science for more advanced studies, with Team 6 focusing on earth science, Team 7 on physical science, and Team 8 on life science. While middle school topics are advanced, student questions remain at the core of instruction, guiding the development of concepts.

Whether planning an experiment or learning new science vocabulary, students experience the hallmarks of de Paul instruction. Teachers use techniques which ensure attention, structure, practice and multisensory experiences. As in other subject areas, concepts are taught to match the student's ability to learn, and are not limited by reading difficulties. True understanding of concepts is emphasized before rote memorization of facts is begun. Our science program demonstrates how schools can provide the explicit instruction that students with learning differences need, while still fostering independent thinking and creative problem solving.

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Social Studies

More than any generation before them, today's children and youth will live in a world influenced by the daily interaction of different world cultures. It is vital, therefore, that Social Studies prepare students to relate to people of various societies and cultures. By studying people of the world, both past and present, as well as their own country and state, de Paul students begin their journey as world citizens.

While teaching the basics such as mapping and geography, our elementary social studies program moves quite beyond these foundational concepts. Elementary students view different regions of the world, sampling the sources of a people's identity, including their history, social rules, faiths, music, food, play, government, and languages. Students see that while these "threads" may differ in color and texture from region to region, it is the same threads that weave the fabric of each society. Within this context, elementary students also study aspects of the government and history of the United States and Kentucky.

Sixth graders study the ancient cultures of Africa, America, Samaria, Babylon, Egypt, Rome, Greece, and China. Within these studies, students investigate how each of these civilizations were shaped by their geography, their beliefs, their social pressures, and their method of government. The legacy that each of these civilizations left for the world is explored as both a tribute to human spirit and a lesson for modern times.

Seventh and eighth graders study U.S. history and what it means to be an active, engaged citizen of the United States and of the world. These foci on past and present balance each other well, as each increases our understanding of the other. To encourage their development as passionate citizens, students build their literacy in politics, media, economics, and current events.

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Personal and Social Success

Success in academics alone does not guarantee success in life. As important as reading is to one's quality of life, understanding oneself and relating well with others are even more important in achieving the true markers of success:

• a strong sense of self,
• healthy relationships,
• an ability to work well with others,
• compassion for others and a desire to help,
• commitment to one's own values, and
• emotional stability.

de Paul's unique curriculum, "Personal and Social Success," addresses the underlying attributes, values, and decision-making skills that lay the foundation for these qualities of life.

We believe that any student would benefit from our Success class. True, students who have low self esteem or high impulsivity find this class extremely helpful, but all kids face many hurdles in managing life experiences. Too often, youth are expected to be good decision makers without being taught how to be. Children are left to figure out complicated social rules on their own, and are expected to read others' facial expressions or tone of voice in order to learn what is socially appropriate. Youngsters are expected to understand that their different environments -- including home, school, and neighborhood settings -- may each have different expectations for how one speaks and behaves. Youth frequently face situations that require them to express their emotions in productive ways, but they have had no guidance in identifying, naming, or communicating what they are feeling. Children are expected to remain honest and responsible in difficult times without rehearsing these values and discussing why they are important. While all of these traits are highly valued in children, they frequently are not taught.

de Paul considers all of these healthy attributes worth teaching. We discuss rules that often go unspoken. We role play difficult situations and give each other feedback. We provide family activities for practice or conversation. We help students set goals for their personal growth. And as a result, our students' confidence and self esteem blossom.

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Physical Education

Understanding the importance of physical activity and play, de Paul offers P.E. instruction to each student throughout the entire year. In this class, students learn the many options they have for physical activity outside of school, whether through a formal sport or informal play. Good sportsmanship, support for others, and enjoyment are emphasized. Students gain experience with various sports, including basketball, soccer, field hockey, and volleyball. However, we understand that not all students desire to play on sport teams, so our P.E. curriculum includes alternative forms of leisure as well, including games and pastimes such as Frisbee and hacky sack.

Important aspects of our program include:

• All students are engaged and active as much as possible; waiting lines are not common.
• Health and fitness are stressed more than specific sports-related skills.
• Enjoyment of physical activity is emphasized rather than competition.
• Knowledge of nutrition and care for one's body is emphasized.

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Computer Technology

de Paul's technology program aims to prepare students for the digital world in which they live. Students learn how to use digital tools, including various software and the internet, to learn and communicate. Of equal importance, they learn how to use these tools safely and ethically. This program is presented within authentic learning experiences of Language Arts, Math, Science, and other subject areas. To help further this application of technology, students attend computer classes at various times during the year.

de Paul's technology vision includes three key statements which guide students and teachers:

• Technology use must be infused within our instructional practices as one means of attaining our mission.
• We must teach students not only how to utilize technology, but also how to protect themselves from its hazards, how to evaluate the validity of the information they find, and how to conduct themselves within digital communities.
• We must teach balance. While multi-tasking and networking are becoming dominant modes of behavior in our society, we must teach students to recognize when other approaches to learning or leisure are better. And in a time when society is still learning the shortcomings and potential dangers of the digital world it has created, we must teach appropriate caution and wisdom in using networked resources such as the internet.

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Humanities

We believe that instruction in the humanities is crucial for several reasons:

• Instruction in the humanities is an important part of any child’s education. Appreciation of art, music, and other languages increases one’s understanding of the human condition and quality of life.
• A child’s sense of self is often rooted in his/her area of greatest weakness. Experts in special education are now seeing the need to emphasize experiences in a child’s areas of strength to balance emphasis in remediation (Hallowell, 2005). Such experiences enable students to gain a fuller picture of their capabilities and potential.
• Just as many students with learning differences have the potential to be great doctors, lawyers, and teachers, others are born to be musicians, artists, architects, graphic designers, and interior decorators. A full educational program offers opportunities for children to recognize these strengths and to begin developing knowledge and talent in these areas.

Arts and languages are subjects commonly neglected with students with LD; time spent in remedial instruction often replaces opportunities for humanities instruction. However, part of “the de Paul difference” is that we are not simply a remedial program, but a school that prepares students for success and full lives. Just as we must provide rigorous science instruction, so too must we teach the arts.

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Library

All students have regular visits to the library to check out books for their independent reading. Classes also utilize the library to support their class studies in various subject areas. To address the interest and confidence level of every student, our library offers over 15,000 books, ranging from high-interest, low vocabulary text to books appropriate for students reading at a middle school level or higher. Students can access the library's card catalog system, as well as the public library's card catalog system, from computers throughout the school.

de Paul offers guidance and support to enable students to independently use this and other libraries. To this end, our elementary students attend Library Skills classes. This class broadens children's appreciation of different authors and genre, and the skills of locating the media one needs.

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Learning to Learn

Learning to Learn is not a separate class; it is a focus within each subject area. The goal of this part of our curriculum is independence in learning. To achieve this goal, students learn to examine their own learning process, and to identify the study techniques and classroom attributes which help them to learn. This knowledge will allow them to study more efficiently and to advocate for their own needs in future classroom settings.

Learning to Learn also emphasizes the student skills which are necessary for success in future academic settings. Such skills include study habits, use of textbooks, note taking, test taking, and working independently. As with other skills, these are taught explicitly for mastery at de Paul.

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