Mission • The mission of Ann Arbor Academy is to help students who have not found success in traditional learning environments grow in self-esteem and academic skills • We emphasize multisensory teaching methods, differentiated instruction and assessment, critical thinking, problem solving, self advocacy, organizational skills, experiential learning, and social skills in order to fulfill our mission

“I like that this school has helped me in a way that no one else has.”

History • Founded in 1997 by Nancy Brockbank and Devon Beidler to help area students whose needs could not be served in a traditional school environment • Over one hundred graduates since 2001 • 90% of graduates go on to college, with a completion rate that is higher than average • Graduates that do not go to college enter training programs to ready them for the work force • Colleges that our graduates have attended: Washtenaw Community College, University of Michigan, Eastern Michigan University, Schoolcraft College, Calvin College, University of North Carolina, Albany Law School, University of Utah, Southern Virginia University, Denison University, and Earlham College • We have alumni working in grocery stores, pet stores, education, law enforcement, hospitals, and food services

Key components of an Ann Arbor Academy education • Strengths based approach • No assumptions about prior knowledge/skills acquisition • Feedback from highly trained staff in academic and social areas of development • Strong program in the fine and performing arts • Focus on executive functioning provides a framework for student growth • Experiential learning is prioritized - Work Internship Program, field trips, school trips

Who can benefit from an Ann Arbor Academy education? • Individualized approach means that many different types of learners can find a path to success at the Academy • 1/4 of our students have language based learning disabilities • 1/3 of our students have AD/HD • 1/3 of our students have Autism Spectrum Disorder • Other difficulties include cognitive impairment, depression and anxiety disorders, and traumatic brain injury • Many of our students are academically gifted • Some students have no diagnosed disability – they simply do better in a smaller environment with differentiated instruction and assessment

“What I like about this school is that I feel safe to be who I really am and not get judged for it.”

The Lower Middle School • LMS serves students in grades 4 – 7 • Skills based curriculum allows for accommodation of student interests and differentiated learning based on student needs

LMS Curriculum and Support ● Student teacher ratio is no more than 7:1 ● Students have art every day, plus one elective or enrichment period ● Reading remediation is provided through the Wilson Program ● Groups are arranged to maximize the strengths of each student ● Math is through direct instruction and the Learning Upgrade computer based curriculum ● Students have reading, writing, math, and social skills daily – they also have science and social studies after lunch ● Opportunities for student leadership are developed

“I like that this school has a relaxed environment where I can focus on learning instead of being stressed or worrying.”

The Upper School • Upper School is for students in grades 8 – 12 (and Thirteenth Year students) - emphasis on individual needs and growth • Literature, History, and Science are on a four year rotation • 8th grade History is always American History I • Math is done at student level regardless of grade – progression is from Basic Math through Calculus • We do not follow the MMC (independent schools do not have to do this); this allows us to appropriately differentiate instruction and assess progress – curriculum goals are based on CSCs and utilize textbooks in the Upper School • Innovation in learning - Project Week, hands on, multisensory

Upper School Curriculum • Curriculum is college preparatory but differentiated and scaffolded to meet individual levels of need and challenge • Reading remediation is through the Read Live program with enrichment for different learners through the FAST program and visual support for comprehension • Independent study seminars and advanced classes can be used for students who have already taken a subject offered or who are gifted learners and need more of a challenge • We prefer the toolbox approach to a single, school-wide system – although the single system approach is effective for many students, it does not adequately address the diversity of learners we have • All graduates receive a diploma

“Having a learning disability can cause day to day frustrations with even the simplest educational requirements and may lead to a child giving up. Finding this school made it possible for her to LOVE going to school and feel successful, every day.”

Fine and Performing Arts • • • •

Students who learn differently often excel at the arts The arts are essential for developing the whole child Classes in the fine and performing arts are a lot of fun! Venues include Performance Night, School Musical, Thanksgiving Performance, School Video, Art Shows

Other Electives

• • • • • • • •

Physical Education Spanish, ASL, French Fiber Arts, Mosaic Art, Animation Video Game Design Sci-Fi Literature, Mystery Literature Life Skills, Community Service World Mythology, Meditation Drama, Vocal Performance

Graduation Requirements • 4 credits of Math • 4 credits of Language Arts • 4 credits of Social Studies/History (includes .5 credit in Civics and Government) • 3 credits of Science • 0.5 credit of physical education • 0.5 credit of psychology or health • 8 elective credits • Total = 24 credits

Teaching techniques • Multisensory – builds memory and understanding • Sequential and structured, but not rigid • Reading teachers are trained in a variety of methodologies, including Wilson and FAST • Students are not penalized for what they cannot do, but are challenged to do more than they think they can • Critical thinking and connections across disciplines are core features of the curriculum • Reducing anxiety in the classroom leads to more effective learning

Core skills needed for a successful transition to adulthood ●

Time management

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Communication skills

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Self-advocacy

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Problem solving skills

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Organization

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Goal setting and achievement

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Basic reading and math skills

“I like this school’s elective system, before I had to take what classes they told me to. Now, I can choose my own classes and learn what I choose.”

What are executive functions?

• Executive functions involve multiple pathways of the brain working together to achieve a goal that may require planning, analysis, synthesis, memory, emotional control, and mental flexibility • Students often have deficits in one or more of the areas associated with executive functioning, and these functions are critical to long term academic, social, and career success

Overview of Executive Functions

Executive Functions and the Brain

Core Skills Curriculum Core Skills Curriculum

Reading: decoding, fluency, comprehension, using a textbook, predicting, identification of literary devices

Writing: sentence structure, paragraph structure, essays, editing for punctuation and grammar, citations

Mathematics: number theory, calculations, problem solving, variables, proofs, step by step

Learning Skills: memory aids, Cornell Notes, best learning style, selfadvocacy, work initiation and completion, homework

Organizational Skills: homework, use of planner, notebooks, cubby, materials management

Social Skills: reciprocal conversation, seeking appropriate help when needed, emotional control

Why focus on executive functioning? • The issue that unites our students is that they all have deficits in executive functioning skills • A focus on remediation of these skills helps prepare students for responsible adulthood • Looking at the menu of executive functions allows us to develop an expert, individualized approach to each student’s learning needs • The assumption is that students want to learn, but that there are barriers in the way – the Core Skills Curriculum allows us to determine what the barriers are and to find a way to surmount them • This approach is brain-based and supported by ongoing research – it puts us at the forefront of the educational field, and is effective

How we are different • We understand that each student is an individual, and treat them accordingly • We know that struggles in one academic area do not mean that a student might not be gifted in another • Firm, but gentle, discipline and guidance school wide sets the tone for learning and student achievement • The faculty devotes a great deal of time to professional development, allowing us to implement effective methodologies and stay on top of the current research • Our commitment to arts education gives students a creative outlet at which they typically excel • Experiential learning and teaching of problem solving skills helps students feel competent and safe in the world • Students are happy here!

“This school has nice teachers. If you need help they will help you. I used to be horrible in math and reading but I feel now I can do it.”

IEP (Service Plan) Services • Students remain on their IEPs – called Service Plans • Administered by Ann Arbor Public Schools • Receive services they were getting, but frequency and duration may be changed • Also used for ACT/SAT accommodations and transitions to college or work • 2/3 of our students are on IEPs – the rest are on 504 plans that function similarly, but do not come with services

The Work Internship Program The Work Internship Program allows students to receive help from the school with finding and keeping a job, and also receive high school credit for working. Students in the WIP have paying jobs, internships, and apprenticeships. There is a work counselor on site at Ann Arbor Academy to facilitate the program.

The Thirteenth Year The Thirteenth Year Program is a specialized, individualized program open to recent high school graduates who need time and support to successfully transition to adulthood. Students in their Thirteenth Year often take regular classes part time while taking classes at a local college. Sometimes they receive life skills training or one-on-one tutoring and also work at a job. The program is very flexible, and is designed individually for each student who enrolls.

After graduation Colleges our alumni have attended: - Eastern Michigan University, University of Michigan, Washtenaw Community College, Schoolcraft College, Denison University, Earlham College, Calvin College, McNally Smith College of Music, the University of Arizona, Marshall University, Albion College Places our graduates and students work: - Maiz, The Brinery, Linden Square Assisted Living, Kroger, The Rocket Careers that our alumni have entered: - Computer science, engineering, art, teaching, lawyer, guidance counselor, telecommunications, fashion, graphic design

Memberships and affiliations • Accredited by ISACS (Independent Schools Association of the Central States) • Autism Society of Michigan, International Dyslexia Association, Learning Disabilities Association, CHADD • Association of Independent Michigan Schools, National Association of Independent Schools • National Honor Society

Many thanks Ann Arbor Academy is supported by many foundations and donors. Major donors include: ● The Speckhard-Knight Charitable Foundation ● The Allegra C. Ford-Thomas Foundation ● The Ann Arbor Area Community Foundation ● The AAACF Youth Council ● The Grainger Foundation