Futures Academy’s one-to-one instruction and small group courses have proven to be more effective than large classrooms for unique learners like ADD/ADHD students. Consistent, clear direction and respectful one-to-one work with a compassionate and qualified teacher is essential to initiate and tailor instruction to spark a student’s interest and help keep them engaged. Part of learning-to-learn is developing practical skills and techniques in a smaller, safe environment, leading to success in school and in life.
For ADD/ADHD students in a one-to-one or small group setting, being able to focus is important. Being able to stand up, move around if needed, fiddle with something as you are problem solving. These are things that can enhance learning for ADD students that are not acceptable behaviors in a traditional classroom.
Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) is a prevalent problem for middle-school and high-school students around the country. ADD/ADHD has symptoms that include inattention to detail, impulsivity, poor concentration, and, possibly, oppositional defiance disorder. In a large classroom setting, these symptoms can result in forgotten homework, lost textbooks, violation of school rules and poor grades. This can cause a lot of frustration for students and families. Plus students feel an emotional impact including feeling lost, unsuccessful, or out of sync.
Josh came to Futures Academy with severe ADD and he and his parents thought a college education was out of reach. Since then, his nearly failing grades have, as he says, “completely turned around.”
“Before Futures, I felt that getting into a high caliber University was not going to happen – but now, that’s definitely a possibility. And that really gives me a lot of incentive to continue getting really good grades,” Josh said.
“I think sometimes parents accept the traditional school model, even when their kids aren’t doing well in school because they don’t know there are other options,” says Josh’s father Wernher. "Parents need to know that alternative school programs exist that are designed to help kids be successful."
Personalized one-to-one instruction tailored to students learning needs. Teachers segment the lessons and assignments into manageable sections.
Clear learning objectives are defined and measured at the beginning, middle and end of each session.
Students, teachers and parents build a relationship to encourage open lines of communication. Parents receive regular progress reports and are notified immediately of an absence. Futures has a zero tolerance policy for alcohol and drug use.
Students can take advantage of alternative forms of assessment to help them succeed in the class. Students receive formative (pre-assessment), summative (post-assessment), and progress monitoring (benchmarks) for each class. In addition, teachers conduct project based assessments. Instead of taking a traditional test, students may demonstrate mastery by doing a presentation or special project.
Included in lesson plans are techniques to help students develop strong organizational and time management skills.
We can help accommodate students by allowing for additional time on tests or even different formats based on circumstances, etc.
Futures one-to-one classes are more focused so chances for distraction are diminished. Classes can also be scheduled to the student's optimal learning times in the day to help the student be more focused.
In learning, one size does not fit all. Using a variety of teaching techniques such as audio, visual and tactile, students are more likely to learn, understand and remember.
Our content mastery approach means that our students learn the material no matter what. This motivates / encourages students to work hard and continue learning.
My daughter was diagnosed with ADHD two years ago. She can do her homework on her time and on her schedule and when she goes in the classroom she’s one-on-one and there’s not a lot of opportunity for distraction... so she just doesn’t need the medication anymore.
- Karyn K.