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Bosque School
Bosque School

Learning Support Resources

students in classroom

Parents

Bosque seeks to work collaboratively with parents. Partnership between the school, parents, and the student is a responsibility and privilege for all parties. This is particularly true when a student has specific learning needs

students in classroom

To partially fulfill their role on the collaborative team, Bosque asks that parents:

  • Provide the Learning Specialist with all educational/neuropsychological testing and/or history of accommodations (e.g., IEP) prior to starting classes.

  • When learning or behavior problems arise after admission, parents are asked to provide complete and up-to-date information regarding the child’s medical, psychological, and educational background.

  • Participate in the plan development for their student by providing support in the home learning environment, attending school-sponsored meetings, regularly communicating with Staffulty about issues affecting academic performance, and requesting assistance when needed.

  • Participate in the development of Accommodation Plans (for students with documented eligibilities) or Educational Support Plans (for non-eligible students).

  • Consider Bosque School staffulty recommendations for tutoring, outside counseling, and/or outside psychoeducational/neuropsychological evaluation based on NM-TEAM (hyperlink) and include the dyslexia supplement manual.

Students

When students experience academic difficulties, they are expected to self-advocate and reach out for help from their teachers, the learning specialist, and/or the Bosque Learning Center. Students can facilitate the process by scheduling an appointment with the Learning Specialist or registering at the BLC webpage.

students with latop

Advisors

Each Bosque student has an assigned staffulty advisor. This staffulty member is in the position to provide and coordinate support for a student. In addition to working with students on issues of organization and general study skills, advisors serve as the primary line of communication between the student, parents, and the school community. Students check in with advisors first thing each morning and meet with them regularly. Advisors provide a first contact for students who have questions, seek guidance or direction in school matters, or need an advocate.

students with advisor

Advisors monitor the progress of their advisees in numerous ways:  

  • by speaking with other staffulty members, 

  • by reading notes, reports, and grades submitted by teachers, 

  • by talking with parents, and by keeping track of the students' overall status in academic and social matters. 

  • by encouraging their students in a variety of activities and are available for consultation with parents (e.g., conference days).

  • by attending and participating in meetings to collaboratively develop a support plan

    • For returning students, Advisors should be knowledgeable about the advisee’s educational needs and accommodations. Advisors are responsible for necessary follow-up and serving as the main conduit of communication between families and staffulty.

  • by encouraging advisees to make use of accommodations of the learning specialist and the BLC, as appropriate.

Learning Specialist

Primarily, the learning specialist supports students who have documented learning disabilities, are experiencing academic difficulty, and want additional support. The learning specialist acts as a liaison to promote communication between students, parents or guardians, administrators, staffulty, the BLC, and the rest of the Student Support Team (counselors, nurse). Bosque School’s learning specialist may develop and monitor collaborative, written plans that outline specific needs and student responsibilities.

students in classroom

General responsibilities include:

  • consulting with teachers/administrators/Student Support Team regarding the needs of students with learning differences; 

  • assisting with the development, communication, and monitoring of academic plans; 

  • assisting in the support and training of faculty regarding learning differences; 

  • providing communication to parents regarding the learning needs of their students; 

  • recommending community-based support (counseling, diagnostic testing, AT consultant, tutoring, home-based interventions--study strategies, applications)

  • applying for and assisting with standardized test accommodations;

  • consulting with counselors, the school nurse, and administrators; and

  • collecting and considering data to give a picture of the whole child:

    • Student work samples

    • formative/summative assessments

    • classroom observations

    • attendance

    • discipline records

    • input from family (health, extracurriculars, strengths, previous and current challenges), and

    • standardized screening measures (STAR data)

    • Snapshots of current academic situation/performance