Achievement Academy
Achievement Academy
The 2010 Summer Programs Booklet is now posted. Please scroll to the bottom of this page to access the booklet and registration/tuition form.
The Achievement Academy is a supplemental academic program for SFCS students PK-12. It is a special service offered to families that include enrichment or remedial programs to broaden and strengthen student achievement, skills, knowledge and success. It utilizes well-researched assessment, extensive resources, proven methods of instruction and a dedicated staff to design and implement individualized learning programs for each child. The program's goal is to assist parents and schools in educating students to their highest potential. Because this program is supplemental, these services are not covered under SFCS tuition plan but the fees are competitive.
Services, Programs and Testing
Services
Curriculum Content Tutoring
This component is designed to provide one-on-one or one-to two/three student instruction and support in maintaining progress in academic areas. These programs are tailored to the instructional needs of students and are coordinated to classroom assignments and skill development. Sioux Falls Catholic School curriculum, resources, and State Standards are utilized as the foundation for working with students.
Skill Specific Tutoring
This individualized program is designed to accommodate academic remediation or enrichment. Student’s assessment includes parent/teacher interview, Dakota Assessment of Content Standards (online), standardized tests, formal and informal inventories, and additional specific evaluations as appropriate. A comprehensive program is developed that reflects the evaluation and is prescriptive in tutoring rates contracted by parents. Specific programs include but are not limited to - FASTT Math program, Speed Reading. Lindamood Cloud 9 Math, VoWAC, Sonday, Earobics, Accelerated Reading or Scholastic Reader etc.
Occupational Therapy
Based on students needs, this is the only service that will be provided during the school day. Type of therapy will be determined through evaluations. Specific Pediatric Occupational Therapy may focus on:
*Fine motor skills including; hand use, printing and cursive writing .
*Self-help skills such as; feeding, dressing, and bathing.
*Thinking skills including; recognizing shapes, numbers, and letters.
*Preschool /school skills such as; following directions and problem solving.
*Visual-motor skills required to complete paper and pencil tasks.
Programs
EyeQ Speed Reading Program
This program requires an initial 50-minute assessment, followed by 12 twenty-minute sessions (scheduled 3 three per week) and encourages seven-minute practice drills two-three times per week following the course. Parents will receive the initial and final testing results at the end the chosen course. Students that have completed the course and have time during their study halls may log onto the program and complete the drills only if the computer is available and their time on will not interfere with normal school activities.
FASTT Math
FASTT Math stands for Fluency and Automaticity through Systematic Teaching with Technology. In about 10 minutes a day, students gain math fact fluency and develop automatic recall of basic math facts which provides the foundation for higher order math skills.
Junior High After School Assistance Program
This program features teacher–supported assistance Monday –Thursday in the OGJH study center. Hours are 3:30-4:30p.m. with a required sign-up participation per quarter pending enrollment. The goal of this program is to provide instruction and oversight to students with regard to organizational and work completion. Study skills and academic skills are correlated to the Junior High curriculum and State standards.
The Lindamood Phonemic Sequencing® (LiPS®)
This is an intense program designed to stimulate and develop phonemic awareness. Weak phonemic awareness is a cause of decoding and spelling problems. Individuals add, omit, substitute, and reverse sounds and letters within words. Students with incompletely developed phonemic awareness make decoding errors like reading "steam" for stream, "imagination" for immigration, or spelling errors like "gril" for girl, "cret" for correct, "equetment" for equipment, and pronunciation errors like saying "curve" for curb, "flustrated" for frustrated, "pacific" for specific, etc.
Individuals become aware of individual sounds and the order in which these sounds occur in words along with awareness of the mouth actions which produce the speech sounds. This program is a multi-sensory approach which integrates the three senses of hearing, seeing and feeling. This program uses language to label the look and feel of phonemes. It teaches students to use multi-sensory information to develop a feedback system that promotes self-correction in speech, reading, and spelling. LiPS® begins at an oral level and extends to multisyllabic and contextual levels of reading and spelling activities. It is effective with students that are unable to read and spell words to potential, and students who have been labeled "dyslexic."
The Sonday System, Learning to Read
The Sonday System 1 is an Orton-Gillingham based multisensory structured phonics, reading, writing, and spelling program that guides beginning reading instruction, reading intervention, and English Language Learners (ELL). Concepts and Elements Taught; Phonological Awareness, phonemic awareness, consonant and vowel sounds, vowel pairs, consonant blends and diagraphs, R controlled vowels, vowel consonant-e, compound words, non-phonetic words, spelling, rules for the English language, reading/writing fluency, vocabulary, and comprehension.
The Sonday System II reviews concepts taught in the Sonday System – Learning to Read and teaches syllable types, syllable division, prefixes, suffixes, roots, rules governing affixes, contractions, non-phonetic words, fluency, vocabulary and comprehension.
On Cloud Nine
The On Cloud Nine® Math: A Visualizing/Verbalizing Math Program developed by Kimberly Tuley and Nanci Bell, successfully stimulates the ability to image and verbalize the concepts underlying math processes. Concept and Numeral imagery are integrated with language and applied to math computation and problem solving. There is emphasis on both mathematical reasoning and mathematical computation. Individuals of all ages learn to do and enjoy math.
Earobics
This is a computer based software program which addresses auditory and phoneme discrimination and identification, auditory attention, auditory short-term memory, sequential memory, pattern recognition, temporal ordering, phonological sequencing and segmentation, sound symbol correspondence, temporal resolution and rhyming can be done at home and at school. This program helps support the skills learned in both the LiPS and Sonday reading programs and helps students build critical literacy skills.
Rite Flight
This curriculum is designed as a supplemental or intervention instruction for students in grades 1-8. This program is used along with another core reading program to help students increase their reading rate and fluency.
The Paraphrasing Strategy
This program is designed to help students focus on the most important information in a passage. Students read short passages of materials, identify the main idea and details, and rephrase the content in their own words.
The Word Identification Strategy
This program provides a functional and efficient strategy to help challenged readers successfully decode and identify unknown words in their reading materials. (Currently available to High School students only)
Testing
DIBELS for grades K-6;
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.
DACS (Dakota Assessment of Content Standards)
This is a computer-adaptive test that lets you quickly pinpoint the proficiency level of your students, across a range of subjects that correspond with the specific standards of your state. This provides for more accurate student placement; diagnosis of instructional needs, including instructional adjustments; and measurement of student gains across reporting periods.
LiPS; LAC II (Lindamood Auditory Conceptualization)
The LAC screen is an individually administered, norm-referenced assessment that measures an individual's ability to perceive and conceptualize speech sounds using a visual medium.
DRA
The research-based and validated Developmental Reading Assessment K-3 helps pinpoint students' strengths and abilities as readers in a quick, one-on-one conference. This evaluation also has a fluency component that provides a WPM fluency rate and a word analysis component which assess 40 important skills in the areas of Phonological Awareness, Metalanguage, Letter/Word Recognition, Phonics, and Structural Analysis and Syllabication.
FASTT Math (Fluency and Automaticity through
Systematic Teaching with Technology)
This program tests the fluency in which students know their addition, subtraction, multiplication and division facts.
Occupational Therapy
Based on evaluation and specifically geared toward school performance in the areas of handwriting, fine motor control, visual and spatial perception, and self-help skills.
CTOPP (The Comprehensive Test of Phonological Processing)
The CTOPP assesses phonological awareness, phonological memory, and rapid naming. Persons with deficits in one or more of these kinds of phonological processing abilities may have more difficulty learning to read than those who do not.
For more information please contact:
Amy Isaacson
Achievement Academy Director
Phone: (605)271-0133
Email:aisaacso@sfcss.org
