| AN OVERVIEW The program at Franklin Academy
is rooted in our mission and educational philosophy. What we learn, how we learn,
what we value, and how we live in community are vital questions as we seek to
educate the mind, body, spirit, and character of our students. This holistic approach
weaves academics, wellness, dorm life, and activities into a cohesive curriculum
that emphasizes the practice of social skills as the link connecting each student
to the school community. At Franklin, we believe that a safe and supportive
environment is the best foundation for academic and personal growth. It is important,
therefore, that each of us develops the skills and habits to create and maintain
this community. It is just as important that the community respect and nurture
each individual. Our Code of Conduct provides the philosophical foundation for
our community. In our Individual & Community course, community meeting, Core,
and hall meetings in the dormitory we discuss and build skills in conflict resolution,
collaboration, and group dynamics. This gives us a common language and shared
expectations that shape our behavior in dormitories, activities, and classes. Students
come to Franklin Academy seeking a different approach to learning, often because
they have been frustrated in their previous school experiences. Our intent is
to rebuild self-esteem, rekindle curiosity, and encourage the risk-taking necessary
for learning. Our belief is that no single method of instruction is effective
for every student. Instead, we must evaluate teaching strategies and match them
with each student's individual learning style. Education is more than memorization
of basic facts and preparation for tests. While many of our students have a strong
rote memory, recall alone is not sufficient to function well in school or in life.
Similarly, advanced reading decoding skills must be supported with strong comprehension
skills. Learning begins with identifying, organizing, and evaluating relevant
information. Then, we ask our students to take the important next step to apply
what they have learned, encouraging them to solve problems and face challenges
with creativity and confidence. THE CURRICULUM Franklin Academy
is a college preparatory school for students with nonverbal learning differences.
Our approach to education is based on the concepts of an integrated, project-based
curriculum, core groups, and team teaching. Teaching methods incorporate sensory
integration, language-based approaches, and life space interventions to bolster
the acquisition of academic content material and social skill mastery. In addition,
informal tutorial sessions and test preparatory electives allow students to develop
greater mastery of content areas and realize more success on standardized tests
such as the SAT.
The key to understanding Franklin Academy's curriculum
is realizing that our course of study is more than merely covering content and
assimilating information. Our curriculum is about life - considering possibilities
and pursuing dreams. The program is designed to be flexible, though we expect
our students to focus on a learning process in which they pursue interests, ask
questions, conduct research, apply thinking skills, and solve problems. At the
same time, we emphasize the development and mastery of basic skills in the areas
of reading, math, researching, writing, organizing, and socializing. We understand
that such skills are not learned in isolation, and we call upon our students to
employ these skills across our core curriculum. This objective places an emphasis
on projects and activities across content areas that require continuous use of
and application of basic skills. Such projects and activities transform students
into active workers. They take what they have learned in the classroom to address
or solve "real world" problems, thereby reinforcing the relevance of the curriculum
and opening eyes to a wealth of connections rarely understood or appreciated. Required
Courses Franklin Academy's core curriculum consists of four annually
required courses. These courses are Literature & Arts, Philosophy & Science, Individual
& Community, and Mathematics.
Literature & Arts courses cover
history and literature, which is presented through a humanities perspective. Students
read and discuss the literature of a certain period of time while studying the
history and culture of that time. Projects focus on different genres of literature,
and consideration is given to how a particular historical period has shaped or
influenced our current world.
Philosophy & Science courses
address the traditional sciences with an emphasis on applied lab experiences.
Our rotation starts in Level 1 with a two-year sequence exploring the earth sciences
and conceptual physics. In Level 2 students do a yearly rotation of chemistry
and biology. Once students enter our Level 3 program they are allowed to take
advanced science offerings or can take remedial offering in basic sciences such
as biology, physics, or chemistry. The advanced science offerings change yearly
based on the needs and interests of the seniors and post-graduates. These courses
have included advanced physics, paleontology, and psychology. Future courses may
include advanced classes in chemistry, biology, astronomy, and environmental sciences.
Individual & Community class is designed to be developmentally
appropriate for the ages of our students through the grades. The "individual"
component of I&C includes expanding our knowledge and understanding of self,
from our strengths and weaknesses to our family history and background. This component
also addresses self-care - from health and hygiene to emotional self-mastery to
self-advocacy. The "community" component of I&C includes interpersonal
skills such as communication, etiquette, group dynamics, and conflict resolution
as well as the concept and philosophy of community, including belonging, social
justice, diversity, and community service. Both components of I&C focus on
setting personal goals and decision-making. Mathematics courses are
both traditional and non-traditional offerings. Our traditional sequence starts
with pre-algebra and moves through algebra I and II, geometry, pre-calculus, calculus
I, and calculus II. Seniors may take other mathematics courses such as statistics,
business statistics, and advanced math topics, including multivariable calculus.
As in other courses, our emphasis in mathematics is on applying what is learned
in projects that require the use of math skills to solve real world problems.
Elective Courses
We view elective courses as a way to enhance
our students' basic and conceptual skills through "high interest" content.
It is important that students have the responsibility to select their elective
courses. We help to guide them in terms of selecting appropriate courses on the
basis of interests, abilities, academic course rigor, college aspirations, and
other commitments. We encourage our students to discuss with their parents the
elective options and then return their choices to their Core Leader. Our typical
elective load is two electives per Quint. Students wishing to take more or less
than two electives must have the permission of their team leader and the educational
director. Levels
Franklin Academy serves students in grades 8-12,
including a small number of post-graduate students, who are grouped by levels.
Students in grades 8 and 9 are in level 1; students in grades 10 and 11 are in
level 2; and seniors and post-graduate students are in level 3. A team of five
teachers, joined by a learning specialist and a counselor, serve each level and
work with approximately eighteen to twenty-five students throughout the school
year. Curriculum Capstone
The capstone of our curriculum is a
one or two-year, level 3 program that introduces our students to the challenges
that they will see in college. This means that class and dorm arrangements reflect
some of the important realities of college, but with a Franklin safety net built
in. Not all of our seniors are eligible for this program. Students are allowed
to enter this program only if they have demonstrated the necessary social and
academic skills. Students demonstrate these skills by making their commitments,
completing academic work at a competent level (a grade of 3 in course marks),
and consistently following Franklin Academy's Code of Conduct. Core
Core
groups stand at the heart of the Franklin Academy experience. They enhance communication,
provide security and structure, and help students develop organizational and social
skills. Serving as a home base, these small groups of students meet with a core
leader once or twice throughout the academic day. During these meetings, students
and faculty set goals and develop strategies, preview and review the school day,
give and receive support, explore life issues, and celebrate success. Evening
hall meetings in the dormitory with faculty provide an additional opportunity
to review events of the day gone by and to organize and prepare for the day or
week ahead. Teaching Teams
The same small team of educators
is involved in all aspects of the student's learning and living, which strengthens
interpersonal connections. Each student works and interacts with the same four
to six teachers in classes, Core, and the dorm. This allows the adults to have
a fuller understanding of each student. The team approach also means that students
face fewer transitions and build deeper relationships with a manageable number
of adults. Wellness
We want our students to make choices and
develop habits that will enable them to live healthy lives. Through Individual
& Community classes, life sports, and life-space interventions, students learn
the facts and perspectives to make informed and healthy choices. Opportunities
for play and exercise include hiking, cycling, kayaking, soccer, yoga, karate,
and Tai chi. A physically active faculty also participates in these life sports,
serving as mentors and role models. School Activities
On Wednesdays
throughout the school year we set aside the afternoon for clubs and activities.
This gives students, as well as faculty, a time to share common interests, explore
new opportunities, and have fun together. Students and faculty generate ideas
for activities. Some activities are ongoing, and some are offered for just one
or two Quints. The range of Wednesday activities at Franklin include school newspaper,
bowling, film, student government, aeronautics, tech support, chess, art, community
service, bike club, outdoor club, and cooking club. In addition, there are some
student groups that meet regularly during free time to play Dungeons and Dragons,
video games, pool, board games or to share another activity. Weekends
On Campus
From Saturday lunch through Sunday evening, we plan and supervise
a variety of weekend activities. We try to balance the list of things that the
students ask for over and over (mall trips and movies) with options that we think
will be fun and involve new experiences (museums, plays, and cultural events).
Some of the places we have visited include The Peabody Museum at Yale, The Science
Museum in Boston, Mystic Seaport, Gillette Castle, Dinosaur Park, and Lake Compounce
Amusement Park. We have also played laser tag and paint ball, gone to a climbing
gym, and enjoyed downhill skiing and river tubing. In addition, we provide a variety
of on-campus activities such as open houses at faculty homes, dance parties, game
tournaments, movies, baking, and sledding. Students sign up for weekend activities
on Friday. We have a lottery system to determine who will participate if a popular
activity is space-limited. Community Service
On and off-campus
service projects, such as planting a school garden, reading to preschoolers at
the local library, or assisting at a local animal shelter, help to create a culture
of care and compassion for each other and for the larger community. Our service
projects also provide opportunities to build relationships, learn skills, discover
purpose, and have fun. Spirit
The search for meaning and purpose
is an essential component of our life together. We urge students who identify
with a particular religion or faith to continue to participate in their traditions.
Whether specifically religious or not, each of our students is encouraged to develop
practices of reflection and self-expression. Keeping a journal, writing poetry,
or creating art help students discover individual identity and answer the question
"Who am I?" EVALUATION & FEEDBACK The learning
process cannot be complete without evaluation and feedback. This includes how
our students are progressing, as well as how we are doing as a school. Education
is a partnership at Franklin Academy. In this dynamic exchange students, parents
and faculty work together to fulfill the mission of the school: to provide students
with nonverbal learning differences the academic and social skills to become life-long
learners, to pursue college and career goals, and to enjoy fulfilling lives. Student
feedback incorporates a variety of oral and written assessment techniques, including
work samples, papers, informal tests and quizzes, standardized tests, projects,
and presentations. We want a complete understanding of what and how each student
is learning and which teaching strategies are successful. This evaluation and
feedback component enables us to target more specifically the strengths and needs
of individual students. The format and style of feedback must be purposeful
and carefully examined. The impact of the evaluation process, if done poorly,
can have extremely detrimental effects on students with nonverbal learning differences.
The Franklin perspective is that feedback is intended to motivate students and
should be presented with that goal in mind. Franklin Academy utilizes a
project-based, thinking skills curriculum in which we assess each student's level
of conceptual understanding using Bloom's Taxonomy, as well as measuring a student's
development and progress in the mastery of organizational and social skills, writing,
reading, mathematics, and research. For overall course marks, students are rated
on a 1 to 6 scale with the norm being a grade of 2 for meeting basic expectations
or a grade of 3 for competent work. Please click on the links below for
further information about the following: OUR
COMMITTMENT Franklin Academy is deeply committed to serving the unique
educational needs of students with NLD. We believe that the combination of a safe
and supportive environment, a predictable schedule, an integrated curriculum,
innovative teaching strategies, and well trained faculty enable us to make a significant
difference in the lives of our students. For children and young adults with nonverbal
learning differences, Franklin Academy can be the stepping-stone toward fulfilling
college and career goals and enjoying happy and productive lives. |
