English and Language Therapy are the focal points of Key School. The basis of Key School's Language Therapy Program is to accommodate students with special needs. Testing is used to individualize each student's reading curriculum. A battery of tests for placement is given to students in the regular school if the student has not been tested previously. Auditory and visual tests are administered to students in the two-hour reading program during the Summer Program.

In order to meet the needs of the students, English must be taught more than one hour each day. The English / Reading curriculum consists of the following core subjects offered on the student's learning level:

• Word Attack
• Spelling
• Greek and Latin Roots
• Vocabulary
• Comprehension
• Composition
• Grammar
• Mechanics
• Study Skills
• Outside Reading
• Classical Literature
  • Satire
  • Shakespeare
  • Science Fiction
  • Multiple novels on a wide variety of learning levels

These segments are taught sequentially and have various levels of entry, so the academic needs of the students can be met more precisely. While each segment of English is taught as an individual subject, integration of subject matter is school wide.

Key School advocates a hands-on, cooperative learning science program that allows the student with language disability to have the flexibility and success needed to make science meaningful. Chemistry, Physics, and Aviation are offered on appropriate learning levels. Each year one main science field is taught school wide:

• Life science
• Earth science
• Physical science

The Essential Elements are the basis for determining curriculum and course content. In addition, the language skills level and academic goals of each student are taken into consideration when planning the individualized curriculum. Classroom sets of science books have been purchased so each student can have a textbook that he/she can read with understanding. Curriculum is supplemented with high interest / low vocabulary reading when needed. Outside speakers who enrich the science curriculum are included in the overall science plan.

The goal is to offer a phonetic approach to reading and spelling which eliminates guesswork and substitutes reasoning and knowledge. Key School utilizes the Pediatric Neurology Division of Scottish Rite Hospital's multisensory, language training format as the core of the curriculum. Progress is measured by the following tests:

• Scottish Rite Bench Mark Testing Program
• Woodcock Johnson Test of Achievement
• Wide Range Achievement Test
• Portion of the WISC-R
• Brigance Inventory of Basic Skills

Separate spelling classes are offered as needed for all elementary middle and high school students.

Key School, which uses Greek and Latin Roots for comprehension, spelling, word attack, and vocabulary enrichment, has incorporated the Key School Greek and Latin Root Card Deck into the basic reading program as an extension of the expanded language therapy program. Students are taught practical application of the roots, allowing them to decode and spell unknown words.

Vocabulary improvement is endemic to Key School. Every student participates in "Word of the Week," which is posted throughout the school and included in class lectures, daily quizzes, and composition. As students progress in language skills, vocabulary programs are offered on different skill levels.

After students exhibit reading fluency, reading comprehension, the second thrust of the English / Language Therapy Program, is emphasized. These skills are taught first:

• Main idea
• Vocabulary in context
• Literal comprehension

As the student becomes more able, these critical thinking skills are taught:

• Understanding inferences
• Recognizing cause and effect
• Distinguishing between fact and opinion
• Drawing conclusions

Preparation for the following standardized tests is taught when appropriate:

• SAT
• ACT
• TASP
• TEKS

The students are taught to write using a formula that will help structure thoughts and master the essential techniques for coherent writing. The writing formula guides students in paragraph writing, preparing book reports, essays, research papers, one-draft compositions, term themes, and appropriate responses for standardized testing. While the writing formula is the core of this practical approach to writing, other concepts are taught:

• Choosing a workable subject
• Outlining
• Organizing a paper
• Structuring sentences and paragraphs
• Writing introductions and conclusions
• Choosing a title
• Developing style
• Using transition words
• Implementing other reliable techniques to make the writing flow more smoothly

The writing segment is designed to reinforce the essential writing skills:

• Pre-writing
• Revising
• Editing
• Sentence and paragraph structure
• Grammar
• Vocabulary
• Parallel writing

Because many students have difficulty understanding the grammatical and mechanical concepts necessary for speaking, writing, and reading comprehension, Key School developed a sequentially taught, traditional grammar program utilizing diagramming as the core of the curriculum.

The goals of the grammar / mechanics program are to enable the student to become proficient enough with the structure of the English language to write sensible English sentences with correct usage and punctuation. The grammar / mechanics program begins with the basic concept of subject / verb and continues through practice sessions of GED, ACT, SAT, TASP, and TAAS Exit.

The goal of each study skill taught is to equip the student with the permanent tools to manage class work and homework. To provide an organized system for studying, Key School has developed an academic planner, making it possible for the student to manage short and long-term assignments.

Key School recognizes that many students have difficulty obtaining information from textbooks. In each class, the textbook is analyzed, and the student is taught how to develop strategies for using that textbook effectively. The important organizational concept of outlining is also taught extensively. When the basic concept of outlining is mastered, the student advances to the more finite operations.

When any material is read, the student is required to summarize the main idea either in one sentence or one paragraph. During classroom lectures, memory techniques and efficient note taking is taught. Throughout the school day, study skills are emphasized and the academic planner is checked at the end of each class.

The goals of the literature segment of English are to enhance the student's general knowledge, to provide experience with various genres, to introduce them to a variety of authors and their style of writing, to increase their insight into life, and to give pleasure.

For the beginning reader, novels are selected on their level of thinking and maturity; therefore, high interest / low vocabulary books or abridged versions are chosen. For the student who is able to read proficiently, reading selections are chosen to correlate with history, to introduce the student to a major novelist or a particular genre of literature.

The students are responsible for coding the book, writing chapter summaries, taking daily quizzes, and using the novel as a basis for a composition assignment. In addition to the basic literature program, each year at least one piece of classical literature is read aloud to the students, while students code and take margin notes. This classic is the catalyst for literature based writing, vocabulary, and current events.

The goal of the outside reading program is to give the students the opportunity to enjoy unstructured, non-academically based reading. The student is given a definite number of pages to read each nine weeks. He or she is free to select any book that has a story and that he or she has not read before.

Key School students are required to carry an outside reading book to each class. If all assignments are complete and the student has free time, then he or she is to use that time reading. Each week the student brings his or her book to the teacher and gives a five- or ten-minute oral book report. The teacher asks questions specific to chapters, characters, or events. If the student demonstrates that he or she has read the identified pages, then the number of pages is recorded in the grade book.

Each week, the upper elementary students present an oral book report to the class. The other students are encouraged to ask questions and discuss the book. The book report grade is recorded as a separate grade and is averaged into the English / Reading grade.

Key School offers French and German as foreign language options during the regular school day in the Nine Month Term. Spanish is offered after the regular school day. Spanish, French, and German are offered during the Summer Program.

The classes are small and the curriculum individualized to address the learning style of each student. The teacher constantly monitors each student's progress, adjusting the lesson presentation to his or her appropriate level. This totally personalized instruction insures immediate feedback and constant teacher-pupil interaction.

The goal of the foreign language program is the student's acquisition of the target language with a maximum of positive reinforcement in a non-threatening environment. Listening, speaking, reading, and writing skills are equally monitored and games are used to encourage creative and fun use of the target language.

The foreign language teachers have experience in teaching students with language disability and auditory processing difficulties. Cooperation between the language therapist and the foreign language teachers ensures the success of a student in a subject that is typically difficult for students with auditory and visual perceptual difficulties. The curriculum incorporates the following activities:

• Total physical response activities
• Tactile learning
• Integration of the Greek and Latin roots curriculum
• Culturally authentic materials

Each student's course content is based on the Essential Elements, student's ability, and academic potential. The diagnostic team reviews the relevant portions of the standardized testing available to place the student in the correct class and to set viable goals.

All of the Key School students, from fourth grade through adult, need keyboarding and computer skills. Keyboarding is taught as an elective as soon as possible in the academic schedule. The Mayetta Davis approach to touch-typing has been adapted by the Key School faculty. This method utilizes a neurological impress method in which a student looks, hears, speaks, moves, and types, thus coordinating use of various sense modalities. The tasks are broken down into basic segments which are mastered before going on to the next step. Horizontal and diagonal reaches are presented in logical order.

Computers are used in the computer lab and in the composition classrooms. Students are taught basic word processing skills that allow them to apply the features of a word processing program. Typed rough drafts are required for all composition assignments, so students have ample opportunity to use their word processing skills. Documents such as term themes, speeches, and letters are typed and edited on a daily basis by the students, so that they become proficient with typing documents that are professional in appearance.

The business computer application classes are small and individualized to each student's ability and expertise. In computer lab, a hands-on approach is used to guide the students to apply concepts and skills related to word processing. Students work at the computer as they learn about databases, spreadsheets, and communications, as well as the functions of the components of the computer system. They must understand the necessary procedures and recognize the importance of merging data processing and word processing. Labs are designed to allow the student to solve problems that utilize word processing skills. Then they apply higher-level capabilities of word processing tools and software to the computer assignments.

Since Keyboarding and computer can be incorporated into the controlled curriculum of Key School, it becomes an efficient method of communication for those students who have difficulty putting their thoughts on paper as well as providing an efficient tool for composition.

Mathematics, one of the core subjects at Key School, emphasizes basic, traditional math. The mathematics teachers and the diagnostic committee review the standardized assessment, class achievement, and intellectual ability of each child. As part of the enrollment process, each student is given the Houghton Mifflin Computational pretest to assist in class placement and to assess strengths, weaknesses, and skill levels for teaching purposes. The math curriculum builds from the student's present level, reinforcing, and then introducing new skills in order to gain the greatest advancement.

Saxon math, a language based math program, is taught first grade through algebra. Key Math is used for four-year-old and kindergarten students in the Summer Program. In addition to Saxon, the Key School Word Problem Curriculum is taught school wide. The goal is to give the students a reliable method to solve problems by using a coding system. Touch math, Questext, Scott-Foresman's Mastering Computational Skills, Houghton Mifflin's Individualized Computational System, TEKS materials, and other texts as needed are taught in conjunction with the Saxon math. Manipulatives, charts, concepts cards, and flash cards are an integral part of the math presentation at all levels.

Geometry is composed of the Addison Wesley Geometry, Houghton Mifflin Informal Geometry, and a geometry program written by the Key School math department. The Key School program is designed to meet the needs of students who have difficulty with abstract concepts. Concepts reference cards, drill, review, and re-teaching are essential parts of the program. If a student is capable of learning PreCalculus, Trigonometry, Calculus, and Elementary Analysis a qualified instructor is available for these courses following the state guidelines; otherwise, the students are placed in a Math and Money course. A TASP math course is taught to selected juniors and seniors.

In the Summer Program as well as the regular school, students exhibiting motor difficulty are screened using a group test developed exclusively for Key School. If the screening test indicates problems that may exceed the scope of the screening, parents are notified and a conference with the teacher, parent, physical therapist, and diagnostician is scheduled. If it is deemed appropriate, individual testing is scheduled with a physical or occupational therapist. The diagnostic committee reviews the results of the test and presents the data to the teachers. At this time, adaptation may be made in the seating arrangement and pencil grip, and suggestions made for motor and visual perceptual activities. Further recommendations may be made for home activities, group training, or individual sessions with the physical therapist.

All Summer Program students enrolled in the motor, preschool, kindergarten, or two-hour reading program are exposed to the unique motor course designed especially for Key School. Various colored tapes are used to create a floor pattern as a course for gross motor activities. This course, which involves multisensory learning, is used to develop the following skills:

• Gross motor skills
• Fine motor skills
• Memory
• Balance
• Visual perceptual skills
• Directionality
• Mid line orientation
• Listening
• Sequencing

Social Studies is an increasingly important area of the Key School curriculum. Each Social Studies class begins with an overview of geography to orient the student to the globe, countries of the world, the United States, and specific content area. Key School's Social Studies curriculum is designed to teach the student comprehension and study skills as well as history and geography. Activities are directed first to isolating the main idea of a paragraph. After this vital comprehension skill is secure, students then learn to add the most important supporting facts and use this information in an outline. Students are also taught how to utilize a textbook as the primary study aid, coding the book for main idea, cause and effect, and sequencing of events. These study skills have proven successful in orienting students to draw logical conclusions about culture and history.

In all literature classes, the setting and other localities in the story are presented from a geography standpoint. The active listening concept taught school wide includes a map when it is applicable to the concept. Current Event, Biography, Erudition, Michael Palin Travel, Story of English, Cities of the World, and Wonders of the World are electives based on the Social Studies concepts. These classes are geared not only to augment the existing curriculum but also to remediate specific needs of certain students.

Social Studies is taught as an interdisciplinary approach, incorporating literature, comprehension, current events, humanities, fine arts, theme writing, and study skills.

A large percentage of the Key School population has a need for speech and/or language training for particular problems with auditory skills, language comprehension, and verbal expression. Auditory training is, therefore, incorporated into every segment of the curriculum. Teachers are aware of auditory deficits and routinely address this weakness in the regular classroom presentation. In addition, small group training has been designed to address specific auditory deficits. The listening classes have the goal to improve the following skills:

• Phonetic sound discrimination
• Auditory sequencing
• Auditory memory
• Auditory comprehension
• Non-literal, figurative comprehension of language
• Listening during distraction

Since many Key School students have difficulty expressing themselves orally, a public speaking class was instituted to address this vital learning area. The students are taught to organize their speeches by a technique based on the composition formula for written performance. This helps them to give structure to their public remarks. Public speaking is one of the most popular classes with the students and has not only improved their ability to express themselves, but also it has increased their self-confidence.

As an enrichment for the two-hour Summer Program Reading/Phonics/Spelling class, a daily auditory training segment, supervised by the speech pathologist, has been added. All students in the reading related classes in both divisions for Key School who require special assistance in speech and/or language areas are referred to the speech pathologist for testing. The following tests are routinely administered:

• Pure Tone Audiometric Screening Evaluation (Beltone Screening Audiometer)
• Auditory Memory Subtests of the Illinois Test of Psycho-Linguistic Abilities and the Stanford-Binet Intelligence Scale
• Lindamood Test of Auditory Comprehension
• Goldman-Fristoe-Woodcock Test of Auditory Discrimination
• Goldman-Woodcock Test of Articulation
• Test of Auditory Comprehension of Language (preschool)

Additional tests, such as the Clinical Evaluation of Language Functions, The Token Test for children, Test of Adolescent Language, non-verbal intelligence test, and a pragmatics screening test are available and administered if further evaluation is warranted.