More than most, the Access teachers at LuHi get asked a lot of questions. What’s thirteen times nine? How do you do this Mineralogy assignment? What’s personification again? Can I go ask Mrs. Rogness a question? Have you seen my planner?
A common question prospective and new families ask is, What exactly is Access, anyway? Who is it for? How is it different from resource programs at other schools?
At first glance, Access - short for Academic Success - looks a whole lot like a study hall. And in some ways, it is a study hall – every student comes to Access and is given time to work on whatever it is they need to work on.
There are a few subtle differences – for instance, the class size is smaller than that of a typical study hall. Another difference is that Access teachers work with students on an individual or small group basis.
The biggest difference is the demographic of students. Access is for students with an IEP or 504 support plan and who need extra encouragement or support in a particular academic area. Some examples of common learning differences include Dyslexia, ADD/ADHD, Executive Function Disorder, or a Specific Learning Disability. If a student has received academic services or participated in any sort of support program at a previous school, Access will be a great fit.
Day to day, Access can function differently for students. Some students may struggle with a specific subject, such as math or literature. If a student struggles with math, he will likely use class time to work on math homework. This way, if the student finds out he is not comfortable with a math concept, he can get help while he’s at school. Access teachers are available to work with students on math concepts in class, but students also have the option of seeing their math teachers for help. We can also provide them with extra math practice and focus our review on specific concepts before tests.
Other students may generally succeed with academics but struggle with one specific aspect of school, such as test-taking. These students can use class time to prepare for upcoming tests. Access teachers provide review games, practice test questions, and assist with study tips and ideas.
As Access has adapted to better meet students' needs over the years, every student works on organization and soft skill development. This includes:
Access teacher Kalia Mancell shares, "For soft skills, I focus on confidence, learning style, executive functioning, communication, stress management, self-advocacy, time management, and organization. However, individual skills are added when a student needs them."
For more in depth explanations and resources, check out this website: http://www.additudemag.com
After a student is accepted, our Guidance Team creates an Individualized Support Plan for each Access student. This plan details the different accommodations that a student can receive at LuHi in order to help her be most successful.
Although we cannot provide every accommodation that might be listed on IEPs and 504s, the Individualized Support Plan will list the recommended accommodations for teachers to follow. Most of these accommodations have to do with assignments, tests or quizzes, and general study skills.
Some examples include:
Teachers have access to each student’s Support Plan. But it is also important that students advocate for themselves and ask for these things when they feel like they need to take advantage of them. Self-advocacy is an important skill we’ll discuss in more detail later on in this post.
Access teachers also work with the Support Plans. Part of their job is to make sure students understand their Support Plans and feel comfortable communicating with their teachers about what they need.
A modification happens when the curriculum is changed to meet the needs of a student, or expectations are changed for what a student has to learn.
An accommodation happens when there is a change in how the student is expected to show what they have learned.
For example, let’s say a history class is memorizing all the presidents of the United States. A modification might ask a student to only memorize the most recent 20 presidents or to memorize a different set of information altogether. An accommodation would still ask the student to memorize all of the presidents, but with the option to verbally recite or type the information instead of writing it down on paper.
Accommodation options differ based on an individual student’s needs. At Lutheran High School, we provide accommodations but not modifications.
We don't offer modifications simply because we do not offer a Special Ed class and we are not equipped to provide modifications. Modifications would require separate classes (Modified Algebra, Modified Literature, etc.) or serious changes in the curriculum.
Accommodations work for us because we like giving a student the opportunity to learn everything his classmates are learning – but while also recognizing that he may learn best in a different way than the typical student.
Special Education is almost always a program rather than a class, and an Access class or lab is often part of such a program. SpEd instruction is differentiated to fit the student. Access focuses on skill building to help students become successful in their classes and future. Special Education programs offer modified or remedial classes, and they often have several different professionals on staff, such as a speech-language pathologist, school psychologist, and sometimes even an IEP and Assessment Specialist.
Special Education programs are common at public schools. Private and Christian schools are more likely to have an Access Program like the one at LuHi.
Self-advocacy is an extremely important part of high school. It means speaking up when you don’t understand something, asking a teacher for additional help, or explaining why you believe you are struggling with something.
Parent involvement can be extremely helpful when it comes to high school and problem-solving or ensuring one’s success. But, high school is an excellent time for students to get their feet wet in speaking up for themselves and learning how to navigate these issues and conversations.
Every high school student is learning how to advocate for himself, but self-advocacy can be particularly difficult for Access students. Self-confidence can be low for some of these students, and they may not feel comfortable asking for extra help that goes beyond what they see their peers getting from teachers.
Part of being in Access is learning what self-advocacy is and how to go about asking questions and seeking help. A big part of the program is helping students figure out what they are struggling with and then coaching them through seeking help from a teacher.
"I love walking alongside students and seeing their confidence grow in themselves and their abilities as students. Witnessing when they start to believe in themselves the way that I believe in them, is such a blessing that I am thankful for each day!" – Heather Homami, Access Teacher
"My favorite part is seeing my students' success. That looks different for each student. For example, seeing students so proud of the work they put in to understand a concept run back to show me a positive test score. For other students, it could be having the confidence to talk to teachers or start a conversation with another student. Another example is when students are finally comfortable enough to ask me for help. I love seeing growth in every aspect of my student's lives!" - Kalia Mancell, Access Teacher
If you have any questions about our Access Program, please feel free to contact Kalia Mancell (kalia.mancell@lhsparker.org).
This post was originally scheduled in 2017 and has been updated for accuracy in 2022.