|
The Frostig School
Program Overview
2007-2008
The Frostig School at the Marianne Frostig Center of Educational
Therapy was established in 1951 by Marianne Frostig. It is
one of the few programs in the Los Angeles area that is designed
exclusively for children with learning disabilities who do
not have serious emotional disturbances. We offer a full range
of academic and support services on site and serve students
from 1st through 12th grade.
The school was located on the Westside of Los Angeles until
1979 when we moved to a larger facility in Pasadena. We have
been in our current building since September 1987.
PHILOSOPHY
The staff of the Frostig School is dedicated to providing
children with learning disabilities a quality academic program
that also promotes their language, motor, social-emotional,
and creative growth. We believe in serving the "whole
child." By addressing all of the child's needs in an
integrated fashion, we can best help each child develop into
a productive and successful member of society.
To insure that each student's needs are met, we feel it
is essential to develop an individualized educational plan.
This plan is based on an understanding of each student's strengths
and weaknesses and outlines a course of action to help the
child reach his or her highest potential.
The Frostig School relies on an inter-disciplinary team
approach. Team members work together to meet each student's
needs through the implementation of the educational plan.
We believe in establishing and maintaining a learning environment
that allows students to feel comfortable taking risks. As
part of risk-taking, it is essential to help students develop
positive strategies to cope with frustration. Our research
supports the conclusion that students who are successful have
an understanding that adversity is a normal part of the learning
process. Everyone at the Center works to establish a culture
that promotes perseverance in the face of a variety of challenges.
Student Body
The Frostig School serves children in grades 1-12 with average
or above intellectual potential who have learning disabilities
and can benefit from an academically oriented school program.
We recognize that many children with learning disabilities
also have emotional problems and other needs. We accept and
serve these children as long as their emotional and/or other
needs do not disrupt the learning environment or require an
intensity of service or attention beyond the scope of the
program.
Our typical student remains with us for 2 to 4 years. However,
students have stayed for as little as 1 or as many as 10 years.
A recent follow-up study showed that over 90% of our students
finished high school and 86% continued on past high school
in some form of post-secondary education or training. By comparison,
the national average for graduation of students without disabilities
is 76%; with disabilities it is 57%.
The School serves up to 120 students, somewhat evenly divided
between our elementary, middle and secondary programs. About
65% are boys. This is consistent with national data demonstrating
a much greater likelihood for boys to be diagnosed with a
learning disability.
School Program
The school day is from 8:15 a.m. to 3:00 p.m., with a shortened
day on Thursday (dismissal at 1:40 p.m.) to allow for staff
conferences and training. We generally follow the calendar
and holidays of the Pasadena and Los Angeles Unified School
Districts. There are 180 days in our school year. We also
offer a 6-week summer program that meets from 8:30 a.m. to
1:00 p.m.
All academic classes are taught by credentialed teachers
who have received training in learning disabilities. Ongoing
training in “best practices” is provided to staff
by our Director of Teacher Training. Staff are also encouraged
to attend workshops and conferences outside the Center. A
variety of instructors teach special subjects including art,
drama, music, computer science, physical education, and library.
Each is trained and experienced in his / her particular field.
There are 10 classrooms in the school with no more than 12
students in the class per each credentialed teacher. Each
class is staffed with a teacher and an assistant teacher,
or two teachers. Additional support staff is provided as needed.
The 10 classrooms are divided into 3 programs: elementary
(with 3 classrooms), middle (with 3 homerooms), and secondary
(with 4 homerooms). Class placement is based on chronological
age, grade, social skills, academic level, graduation / transcript
requirements and emotional need. Thus, students in each class
may span a 2 to 4 year age and grade range.
Our modified curriculum follows the California State framework.
In core subjects such as English, reading, and math, students
in each class are grouped into small instructional clusters.
Grouping students by skill level allows teachers to meet individual
student needs while maximizing the amount of time each student
receives direct teacher attention. In content subjects such
as science and social studies, more whole group instruction
is utilized. Material is selected according to the intellectual
needs and grade levels of the students rather than their reading
skills. A multi-sensory approach is utilized to meet the variety
of learning preferences within the group. In this way students
acquire general information commensurate with their intellectual
ability rather than their reading level.
Elementary School Program
Each class in this program is primarily self-contained (i.e.,
students remain with their classroom teacher throughout the
day.) Classes go to special subjects (such as art, computers,
etc.) as a group. On occasion, a student may be grouped for
part of the day with another class when that best meets the
child's needs. Classes in the elementary program span grades
1 to 6. While students do not receive grades, they do receive
a brief progress note each Friday regarding their weekly performance.
Middle School Program
Classes in this program are departmentalized, although students
may find the majority of academic subjects are taught by their
homeroom teacher. For the elective and physical education
classes, students are taught by other teachers and instructors
and are inter-mixed across homeroom classes. Homerooms offer
applied and traditional academic instruction. The middle school
program covers grades 6 to 8. Students receive grades approximately
every nine weeks; final grades are issued at the end of each
semester. These report cards differ from the IEP progress
reports in that they reflect progress in the curriculum across
completion of classroom and homework assignments, class participation,
projects, quizzes, and tests. Grades are based on performance
within the modified curriculum.
Secondary School Program
In the secondary program the classes are departmentalized.
Some secondary students are scheduled into courses that stress
more traditional academics; others are scheduled into courses
that emphasize applied academics. Each secondary teacher is
assigned one homeroom and acts as the case manager for those
students. The secondary program ranges from grades 9 to 12.
Students receive progress grades approximately every nine
weeks; final grades are issued at the end of each semester.
These report cards differ from the IEP progress reports that
they reflect progress in the curriculum across completion
of classroom and homework assignments, class participation,
projects, quizzes, and tests. Grades are based on performance
within the modified curriculum.
A cumulative transcript documenting all credits earned toward
a high school diploma is kept for all students ninth grade
and above. Students earn a certificate of completion upon
finishing the necessary course work or a high school diploma
for completion of coursework AND passing the required exit
exams or proficiency tests. All completed courses, earned
credits and high school diplomas are recognized as valid by
the California Department of Education. (Refer to the Frostig
Parent Guide for High School and Beyond for detailed information.)
Special Subjects and Programs
Students are served by a number of instructors who enhance
our classroom programs. All classes have scheduled time in
the computer laboratory that is fully equipped with PC's.
Instruction is designed to teach basic computer skills with
an emphasis on word processing. All classrooms are equipped
with several computers, and teachers are provided with specialized
on-going technology training and support. In this way, technology
becomes a fundamental tool for all students.
The school has a fine arts program that includes music,
drama, and art. Consumer and family science is integrated
into our secondary transition program.
The school librarian supervises student use of our library.
Students are encouraged to sign out books from the library's
collection that includes high-interest, low reading level
books, and audio versions of many texts. In addition, students
are taught to utilize the library's resources for research
and report writing.
Teachers involve the students in a variety of projects that
support cooperative learning and/or long term project development.
Typically three or four major programs are scheduled each
year to showcase student efforts. These may include an academic
fair, winter performing arts program, and a spring “Evening
with the Fine Arts.” Additionally, over the last few
years, classes have hosted activities including a “Ancient
World’s” Fair, as well as units on bridge building,
mouse-trap cars, and film-making.
Clinical Services
Our staff includes a number of specialists who can provide
services beyond the basic program when it is determined that
they are needed. These services are: counseling, adaptive
physical education, speech and language therapy, educational
therapy, assistive technology, and occupational therapy. The
services may be provided individually or in a small group
and can be rendered in the classroom or on a pull-out basis.
Counseling and psychotherapy are provided by a staff of
licensed mental health professionals, including psychologists,
clinical social workers, and marriage and family therapists.
Counseling may include play therapy, social skills groups,
and other specialized formats. Clinical services for the family,
including parent counseling and family therapy, are also available.
We have licensed/credentialed specialists in speech and
language therapy and adaptive physical education on staff.
They provide individual help to those students who would benefit
from more intensive assistance in these areas.
In some cases, students may need an even greater level of
academic individualization than they can get in the classrooms.
To meet that need we provide one-to-one teaching by a trained
educational therapist.
Assistive technology services are available for students
who can benefit from intensive short-term training in this
area. The goal of this training is to help students become
proficient in the independent use of technology to by-pass
or compensate for a specific learning disability.
All of these specialists function as part of our inter-disciplinary
team. In addition to the individual work with students, they
also work with other team members to insure that each student's
program is regularly reviewed and modified when needed. For
students who may need school based occupational therapy, it
can be arranged to have local agencies provide their services
at Frostig as part of the student day.
Tuition
Basic tuition for the 10-month school year as of September
2007 is $26,000. There are additional costs for counseling,
adaptive physical education, speech and language therapy,
educational therapy, assistive technology and transportation
if those services are needed.
The IRS has considered services at the Frostig School to
be treatment for a medical condition and has allowed it as
a tax-deductible medical expense. The Business Office can
provide you with documentation concerning this.
The Frostig School staff is committed to providing service.
In keeping with this policy, scholarship help is often available.
The Business Office can provide further information.
School Accountability Report (PDF, 16 pages, 409 KB)
Tobey Shaw, M.A.
School Principal
Contact Tobey Shaw
Bruce Hirsch, Ph.D.
Director of Clinical Services
Contact Bruce Hirsch
Chris Schnieders, Ph.D.
Director of Teacher Training
Contact Chris Schnieders
Joan Ferry-Scott
Admissions Coordinator
Contact Admissions
Contact Us At:
FrostigCenter
971 N. Altadena Dr.
Pasadena, Ca 91107
Phone: (626) 791-1255
Fax: (626) 798-1801
Contact the Frostig Center
|
