Academic Accommodations Four-Year Program Progression
Throughout their years at LWHS, students who engage the program work with the LSC staff (and Counselor, in the case of mental health disorders), on an individualized basis to problem-solve, develop new strategies, and access accommodations and support.
Below is an overview of what the program looks like when students begin in 9th grade. Students who first request academic accommodations later in their high school years will work with the LSC staff to adapt the process accordingly.
Students who have diagnoses of neurodiversity will work with the LSC staff, and students who have mental health diagnoses will work with both the LSC staff and the Counseling Department. Students with some temporary medical disabilities (broken arm, concussion, etc.) or permanent medical disabilities (diabetes, etc.) typically work with the grade-level dean to set up an accommodations plan.
As 9th graders, the student meets with LSC staff (and Counselor, when applicable) as early as possible to compose their Learning Profile Document. Once this is complete, a meeting is held with their parent/guardian(s) and all of their teachers, at which the LSC staff explains the student’s strengths and cognitive weaknesses, and how they can be best supported in the classroom. When a mental health challenge is involved, a Counselor may participate in the meeting as well.
In the beginning of 10th grade, the student meets with the LSC staff to create an outline of this same information, which the student will--after rehearsing extensively with the LSC staff (and Counselor, when applicable)--present to their teachers in their sophomore LP meeting. The preparation for this meeting includes a process of goal-setting and metacognitive reflection which enables students to be strategic about identifying tools to help increase academic efficiency.
11th graders meet again with LSC staff (and Counselor, when applicable) to compose their Personal Learning Profile (PLP), which outlines their personal and cognitive strengths, their cognitive weaknesses, and describes the accommodations they will be using in their classrooms and on tests. During this process, they set new goals for the coming year, and reflect on their progress toward graduation and college. At this point, having heard, then spoken, then written the information contained in their Learning Profile, students have developed a deep understanding of their own cognitive styles.
In 12th grade, seniors update their PLPs with the LSC staff (and Counselor, when applicable), set new goals, and come away with a document which can inform both the college application process and the accommodations they access in the colleges that they eventually attend.