School Philosophy
Community of Learners
Lake Michigan Academy is a state-recognized, independent day school for children with learning differences and ADHD in grades 1-12. We believe that teaching must be approached from a student-centered perspective-beginning where they are and progressing from that point. Inherent in the learning process should be the student, teacher, and parent sharing the responsibility for learning. The success of Lake Michigan Academy is contingent upon effective communication between these three entities. Because we believe in this team approach, we encourage active parent participation. Mutual caring and effort of all team members provides the means to achieve the full potential of each learner.
Self-Esteem through Success
Children with learning differences are still capable of learning. Some are even above average when given the proper tools, often exhibiting gifts that have not yet been recognized. Because your student learns in non-traditional ways, our job is to align our teaching with your child’s learning style and needs. When a student is given the tools and encouragement they need to succeed, they will develop self-confidence to carry them through school years and to thrive in adulthood.
Teaching Advocacy and Independence
We work to teach our students how to compensate for their learning differences by utilizing appropriate coping skills as they learn to advocate for themselves. Our ultimate goal is to transition students out of Lake Michigan Academy to experience success in another academic settings and/or post-secondary environments. LMA is committed to assisting students in becoming career/college ready. Our goal is to provide the skills they need to be successful in life and in their community.
Different Learning, Different Teaching
Lake Michigan Academy is a specialized school. Because of this, we have a specialized curriculum aimed to teach strategies leading towards independent learning, remediation and self-advocacy. This is accomplished through our small student-to-teacher ratio and application of research-based methods. Students are grouped in multi-age classrooms. The average student-to-teacher ratio of 8:1 allows the content classes to be tailored to the needs and strengths of the students.
At LMA, teachers and parents alike have high expectations for the education of their children. They want a program that understands how students with learning differences learn and implement this understanding through appropriate teaching techniques. Parents need strong communication and a partnership between all those involved in the child’s education. They want their bright, interesting child to have positive self-esteem, as well as the reading, writing, math and communication skills necessary to be successful. We value and count on parent partnerships.
LMA’s program is designed with the parents’ expectations and student needs in mind. Our teachers are highly trained with a complementary mix of general and special education certifications, including endorsements in Learning differences and various academic subject areas, which strengthens our staff. Throughout the year our staff participates in school provided professional development and attend a variety of educational conferences. Communication is valued and key to your child’s success. Teachers’ email addresses are provided to each student and students are encouraged to contact staff with homework questions or other concerns. As a team, they develop goals and objectives along side physical therapist, occupational therapist, social workers, and speech and language therapists.
Individualized Education for Each Child’s Strengths and Needs Teachers, students and parents work as a team to set goals for the academic year. New students are tested in the fall to obtain a baseline for academic planning. Current students are given achievement tests every spring in order to demonstrate growth and guide future planning. The results are shared with parents in a written format. Additionally, teachers write end-of-year content summaries for core academic classes which review the syllabus and note individualized learning and necessary accommodations.
Remediation and Accommodation for Skill Development
Our program is designed utilizing the best information gained from current educational research. Core classes challenge students to further their knowledge as well as remediate skill areas; smaller labs work on specific skills, including reading, writing, math and social skills.
Literacy in Every Class
Literacy is the central focus of the program. There are five components of literacy: phonemic awareness, phonics, fluency, comprehension and vocabulary. Various strategies and programs are used to facilitate strengthening student skills in these areas. Because it is our focus, literacy skills are not just taught in English class and the Reading Lab, but rather, they are integrated into every class. Many opportunities are given for students to practice planning, reading, writing, oral expression, technology and projects.
Lake Michigan Academy is a state-recognized, independent day school for children with learning differences and ADHD in grades 1-12. We believe that teaching must be approached from a student-centered perspective-beginning where they are and progressing from that point. Inherent in the learning process should be the student, teacher, and parent sharing the responsibility for learning. The success of Lake Michigan Academy is contingent upon effective communication between these three entities. Because we believe in this team approach, we encourage active parent participation. Mutual caring and effort of all team members provides the means to achieve the full potential of each learner.
Self-Esteem through Success
Children with learning differences are still capable of learning. Some are even above average when given the proper tools, often exhibiting gifts that have not yet been recognized. Because your student learns in non-traditional ways, our job is to align our teaching with your child’s learning style and needs. When a student is given the tools and encouragement they need to succeed, they will develop self-confidence to carry them through school years and to thrive in adulthood.
Teaching Advocacy and Independence
We work to teach our students how to compensate for their learning differences by utilizing appropriate coping skills as they learn to advocate for themselves. Our ultimate goal is to transition students out of Lake Michigan Academy to experience success in another academic settings and/or post-secondary environments. LMA is committed to assisting students in becoming career/college ready. Our goal is to provide the skills they need to be successful in life and in their community.
Different Learning, Different Teaching
Lake Michigan Academy is a specialized school. Because of this, we have a specialized curriculum aimed to teach strategies leading towards independent learning, remediation and self-advocacy. This is accomplished through our small student-to-teacher ratio and application of research-based methods. Students are grouped in multi-age classrooms. The average student-to-teacher ratio of 8:1 allows the content classes to be tailored to the needs and strengths of the students.
At LMA, teachers and parents alike have high expectations for the education of their children. They want a program that understands how students with learning differences learn and implement this understanding through appropriate teaching techniques. Parents need strong communication and a partnership between all those involved in the child’s education. They want their bright, interesting child to have positive self-esteem, as well as the reading, writing, math and communication skills necessary to be successful. We value and count on parent partnerships.
LMA’s program is designed with the parents’ expectations and student needs in mind. Our teachers are highly trained with a complementary mix of general and special education certifications, including endorsements in Learning differences and various academic subject areas, which strengthens our staff. Throughout the year our staff participates in school provided professional development and attend a variety of educational conferences. Communication is valued and key to your child’s success. Teachers’ email addresses are provided to each student and students are encouraged to contact staff with homework questions or other concerns. As a team, they develop goals and objectives along side physical therapist, occupational therapist, social workers, and speech and language therapists.
Individualized Education for Each Child’s Strengths and Needs Teachers, students and parents work as a team to set goals for the academic year. New students are tested in the fall to obtain a baseline for academic planning. Current students are given achievement tests every spring in order to demonstrate growth and guide future planning. The results are shared with parents in a written format. Additionally, teachers write end-of-year content summaries for core academic classes which review the syllabus and note individualized learning and necessary accommodations.
Remediation and Accommodation for Skill Development
Our program is designed utilizing the best information gained from current educational research. Core classes challenge students to further their knowledge as well as remediate skill areas; smaller labs work on specific skills, including reading, writing, math and social skills.
Literacy in Every Class
Literacy is the central focus of the program. There are five components of literacy: phonemic awareness, phonics, fluency, comprehension and vocabulary. Various strategies and programs are used to facilitate strengthening student skills in these areas. Because it is our focus, literacy skills are not just taught in English class and the Reading Lab, but rather, they are integrated into every class. Many opportunities are given for students to practice planning, reading, writing, oral expression, technology and projects.