At Bosque School, learning supports are intended to help meet the unique needs of our students within a climate of respect and trust, so they can thrive academically.
The Bosque School admission process is designed to ensure that students have the ability to fully engage with and succeed within our rigorous college preparatory curriculum. We recognize that for certain students, this will include the provision of equitable and reasonable accommodations that honor the student’s talents while maintaining the integrity of the Bosque School education. Bosque School is not a learning difference school. That said, our commitment to reimagining rigor means that certain students with diagnosed neurodiverse learning profiles (that may include twice-exceptional, gifted, high-functioning dyslexia/dysgraphia, ADHD, and Autism Spectrum Disorder) can experience significant success through our model and Bosque School is committed to offering reasonable educational accommodations to students diagnosed with special learning needs, in compliance with the Americans with Disabilities Act (ADA). It is important to note that the success of these students is dependent on a highly collaborative and honest partnership between the school and the family and frequently requires significant additional support and resources from 1:1 tutors (that can be provided by the Bosque Learning Center or outside providers). Bosque School does not alter the material nature of our academic program but seeks to admit students who are able to thrive with reasonable support and accommodations within those high expectations.
Bosque School employs a full-time learning specialist who is a full-time member of our student support team and partners with teachers, tutors, educational and neuropsychology diagnosticians, and parents/guardians to best support individual student success.
A primary goal of our learning support program is for students to gain awareness of their strengths and challenges and to develop their ability to advocate for themselves and their learning needs, taking on increased responsibility and agency as they advance from middle to upper school.
As part of our learning support program, students may receive the following support:
- Executive Functioning Skills: Executive functioning skills reflect a set of cognitive abilities that enable students to plan, organize, prioritize, initiate, sustain attention, manage time, monitor progress, and regulate emotions in order to achieve goals effectively. These skills are essential for tasks such as problem-solving, decision-making, self-control, and independence.
- Accommodation Plan Support: Including collaborating with the student, teachers, families, tutors, and diagnosticians to establish reasonable and viable accommodations that will help the student succeed within the parameters of our college preparatory curriculum). Accommodation support may also be provided as it relates to college counseling and in relation to application to the College Board, ERB, and ACT for accommodations.
- Referrals: Including neuropsychological and educational diagnostic evaluations, tutors, counselors, etc.
- Collaboration and Facilitation of Meetings: This could include meetings between the student and teachers/administrators/student support team members, student and tutor, student and families, and student and external providers.
- Support Network Facilitator: This could include providing communications, updates, resources, and recommendations to the school administration and families in support of the student’s success.
- Student Advocate: Our learning specialist and tutors function as advocates and important members of each student’s support team. They help our students understand their unique talents and navigate their opportunities for growth. They help them gain confidence in their voice and advocate for their learning needs.