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Curriculum for students with processing or focusing issues Lower School Curriculum Reading - A multi-sensory phonics program assists students in learning basic phonics skills (Stevenson Reading) while literal and inferential comprehension skills are taught daily through story reading, strategy skill teaching and group discussion. Math - A comprehensive, manipulative math program specifically designed for students with learning differences (Saxon Math) and accompanying teacher directed activities are used daily to teach math. Spelling - A multi-sensory approach to spelling is offered to students that encourages vocabulary development and stresses transfer of specific spelling skills. Strategies for spelling are also taught. Writing - Writing and linguistic skill development is occurs daily in the classroom. Stevenson grammar books, daily oral language drills and strategy development are used to improve writing ability. Handwriting - Stevenson handwriting and other multi-sensory strategies are used to promote penmanship. Fine motor issues are also addressed through this practice. Science - A hands-on, experiential approach to science is offered with a focus on understanding of the scientific method. Social Studies - Students learn about local and statewide communities through an experiential, multimedia approach. Art -While art is incorporated in class activities and projects, students receive specific art instruction that introduces art theory and appreciation through various hands-on art experiences using a variety of mediums. Music -While music may be used in the classroom, students receive specific music instruction that teaches music theory and appreciation through various playing and listening experiences. P.E. - Students receive specific physical education instruction to improve gross motor skills, learn game rules, develop lifelong exercise habits and practice cooperation skills with peers. Social Skill Development - Students receive ongoing support for pragmatic and problem solving skill development as well as enhancement of self-advocacy skills from the teachers and counselor. Both behavior management and choice theory techniques are used to foster these skills. Character Education - Specific values are reinforced for students on a daily basis through teacher modeling, behavioral expectations and a school wide value of the month program. Computers - Students use computers in the classroom and in the computer lab to practice word processing and learn Internet skills.
Secondary curriculum standards meet Nevada State Secondary Framework. The required curriculum includes:
Secondary students may earn a regular high school diploma or an adjusted diploma. The standard diploma indicates that a student has passed the courses required by Nevada State Law for high school graduation. The adjusted diploma indicates that some adjustment has been made to the student's high school curriculum. Students receiving an adjusted diploma have greater latitude in the courses and course content in which they participate. New Horizons Academy offers a variety of work-study opportunities for high school students both on and off campus. Students may earn credit toward graduation for paid and unpaid part-time jobs. Students who are participating in off site work-study programs are monitored by NHA administration and supported by their classroom teacher. Students involved in work-study are considered full-time NHA students. Students may earn dual credit for college courses taken while at NHA. FE, Computer or other approved credits may also be given for activities out side of NHA. The experience must meet the requirements of NHA.
In our core program for bright students with processing or focusing issues, we provide an academic setting specifically designed for this learning different student. The basic components of this program include a teacher with specific training and experience working with students who have learning disability or ADD issues and a very small class size. With a small group of students the learning specialist develops and implements a personalized educational plan for each learner. The written individualized educational plan (IEP) clarifies the annual goals and objectives for each student. A variety of multi-sensory traditional and nontraditional techniques are used to help the student learn strategies for achieving academic success. The core program is not appropriate for students whose major issues are behaviorally or emotionally based. The program is also not designed for developmentally delayed students who need a functionally based learning program. Strong
emphasis is placed on the core subjects of language (reading,
composition, spelling and oral communication) and mathematics.
Quality and success are stressed over quantity of work. Small
groups and individualized instruction in the student's difficult
areas receive special priority. This program emphasizes skills |