Academics
Academic Enrichment Center

Lower School

Lower School Academic Enrichment Center

As students begin their educational journey, many will face challenges or obstacles along the way. Early intervention is a key element in the growth process of these students who may face academic challenges. Through targeted reading, mathematics, and writing instruction, the Academic Enrichment Center faculty works to provide focused guidance and instruction to help each student build the necessary skills that will lead to success in the mainstream classroom. Within the Lower School, the Academic Enrichment Center provides services and programs based on a student’s individual needs and age. These programs and services include Reading Intervention (K-2), Academic Coaching (3-5th), and AEC Language Arts and/or Math (3-5).

Programs and Services Offered in the Lower School

List of 3 items.

  • Early Reading Intervention (K-2nd)

    An Overview:
    The Early Reading Intervention Program uses the Orton-Gillingham approach to reaching instruction to meet the specific learning needs of a student. Based on the work of Dr. Orton and Anna Gillingham, instruction emphasizes a multi-sensory approach, repetition of material, and a sequential order for teaching reading and writing skills. Instruction is through an intensive, sequential phonics based system, which teaches the basics of word formation before emphasizing the whole meanings. The Orton-Gillingham method allows for great flexibly and uses a multi-sensory approach to teach reading.

    The Early Reading Intervention Program does not replace classroom Language Arts instruction, but instead is a supplement to classroom instruction. Depending on need, students meet with an AEC teacher between three to five days a week during an appropriate designated period.
    Goals of Early Reading Intervention:
    • Remediate and strengthen reading skills to bring student to the appropriate reading level based on current grade
    • Provide appropriate instruction to best meet the needs of the child’s diagnosed learning difference
    • Provide regular communications with the student’s parents/guardians
    • Recommend full psycho-educational testing if the student is not making satisfactory progress with modified instruction
    Requirements:
    Any student struggling in reading within the classroom is eligible to be enrolled in the Reading Intervention Program. Students are identified by classroom teachers, and given informal testing by the AEC teacher. If the Reading Intervention Program is recommended following informal testing, a meeting with the parent, classroom teacher, AEC teacher, and Division Director will be held to discuss the student’s enrollment in the Reading Intervention Program.

    There is no extra cost for this program. Although complete psycho-educational testing by a licensed psychologist is not required for entrance into the program, it may be recommended to parents if a student is not making satisfactory progress after several months of remediation.
  • Academic Coaching Program (3rd-5th)

    An Overview:
    The Academic Coaching program is designed to assist and support students with their academic classes, study skills, organization, and overall time management. Students remain in their mainstream classes, but have an assigned time period where they work with an academic coach. Academic Coaches serve as advocates for students by facilitating communication between student, parent, and teacher concerning everything from daily homework to strategies for improvement.
    Goals of the Academic Coaching Program:
    • Assist students who are having difficulty preparing and turning in assignments.
    • Provide extra support to students with academic difficulties that might arise in specific content area classes.
    • Facilitate the use of a daily planner and to reinforce the skills of daily planning and time management.
    • Aid in teaching students individualized study skills and test taking strategies in order for the student to become an independent learner.
    • Serve as an advocate for the student by maintaining communication with parents and classroom teachers.
    Requirements:
    Students seeking to participate in the Academic Coaching program must hold a psycho-educational evaluation administered within the last three to five years. When new testing is received (or at the start of every school year), the AEC teacher completes a confidential accommodation form along with a plan of action for each student enrolled within the Academic Coaching program. The items on the accommodation form are based on accommodations that are noted in the psychological/educational evaluations of the student. After the accommodations form has been completed, parents will be asked to meet with the Academic Coaching teacher to review the accommodations form and plan of action for the new school year.

    Students seeking to participate in the Academic Coaching program without a psycho-educational evaluation on file may participate in a one year trail period when learning challenges arise that require more support than can be provided through the mainstream classroom setting. A team that includes the student’s teachers, parents, AEC teacher and the Lower School Director will evaluate a student’s need for more academic support prior to their addition into the Academic Coaching Program. However, to continue to receive help in a subsequent year, a student must undergo psycho-educational testing by a licensed psychologist.
  • AEC Language Arts and/or Math (3rd-5th)

    An Overview:
    Through daily meetings in individual or small groups, students in AEC Language Arts and/ or Math receive appropriate modifications to instruction and curriculum that are differentiated and multisensory, specifically designed to meet the student’s learning style, needs, and rate of learning. The AEC teacher provides instruction in Language Arts and/ or Math at the time the student would normally have that instruction in the mainstream classroom.

    The Orton-Gillingham method is the foundational program for students enrolled in AEC Language Arts. Based on the work of Dr. Orton and Anna Gillingham, instruction emphasizes a multi-sensory approach, repetition of material, and a sequential order for teaching reading and writing skills. Similarly, the AEC teachers utilize the Winston Grammar Program to teach key grammatical concepts for writing.

    The math curriculum closely follows the O’Neal Lower School curriculum, but through the addition of various specific multi-sensory modifications students are able to receive a differentiated curriculum that allows students to grasp key skills needed to understand math concepts. This skill based curriculum serves as a sequential scope and sequence guide for the development of learning materials appropriate to the student.
    Goals of AEC Language Arts and/or Math:
    • Remediate and strengthen skills enabling the student to transition back to the mainstream classroom in the following grade
    • Provide appropriate instruction to best meet the needs of the child’s diagnosed learning difference
    • Strengthen basic skills in Language Arts and/or Math that are necessary for success throughout the child’s time at The O’Neal School
    • Provide regular communications with the student’s parents/guardians
    Requirements:
    The AEC Language Arts and/or Math class is only available in 3rd-5th grades. Students enrolled in AEC Language Arts and/or Math program must be diagnosed by a licensed psychologist as having a disability that adversely impacts the child’s educational performance, such as a specific learning difference and/or attention related disorders. Students must have a current (within the last three to five years) psycho-educational evaluation on file. *Beginning 2016-17 school year*

    There is an extra cost associated with this service. Parents will be billed at the start of each school year through the business office. For more information on cost, please contact Eddie Phillips in the business office.

Lower School Academic Accommodation Guidelines

Accommodations

While The O’Neal School does not modify its curriculum or methodology, any student with a documented learning disability that adversely impacts the child’s educational performance such as a specific learning difference and/or attention related disorders may receive the necessary and appropriate accommodations.

AEC and Accommodation Guidelines

Students seeking academic accommodations in the classroom and on standardized tests in grades Kindergarten- 5th grade who hold a psycho-educational evaluation administered within the last three to five years must meet the following requirements before any accommodations will be made:

  • Educational/psychological testing must be administered by an outside licensed source. See list of recommended testing services on page 15.
  • A copy of the current (within the last three-five years) testing/diagnosis including specific recommendations/accommodations must be provided to the school and be kept on file by the AEC Coordinator.
  • Students receiving extended time as recommended in their evaluation will receive 50% time extensions, per O’Neal policies.
Lower School parents should contact AEC Coordinator, Lulu Brase (mlbrase@onealschool.org) to provide documentation and to arrange a meeting to develop a learning profile for your child. We ask that any new or updated testing be provided to us as soon as possible, so we can keep your child’s accommodations up-to-date throughout the school year.
Students who seek academic accommodations in the classroom and in testing situations (O’Neal based only), but do not have psycho-educational testing on file, may request a trial period of one month. However, the following requirements must be met:

  • Student must be enrolled in either an AEC English and/or Math course, or the Early Reading Intervention Program.
  • Teacher(s), parents, or the student state a concern regarding a student’s progress and learning.
  • Classroom teachers and the AEC teacher find a shared concern, and complete an intervention and action plan.
  • After a meeting with the parents, AEC teacher, AEC Coordinator, and Division Director, a testing accommodation trial period of no more than a month may be implemented.
  • Although a complete psycho-educational assessment by a licensed psychologist is not required for the trial period, it will be recommended to parents when, after the month long trial period, documentation supports further testing.
Serving Pinehurst, Southern Pines, Whispering Pines, Sanford, West End, Aberdeen, and areas surrounding Moore County, NC.


The O’Neal School
3300 Airport Road
Southern Pines, NC 28387
910.692.6920

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