Through 1:1 meetings, conversations with individual instructors, and grade-level and weekly administrator meetings where student concerns are discussed, student support is woven throughout the Ross experience.
The Student Support program promotes balanced physical, academic, and emotional health for students as they navigate Ross School’s rigorous curriculum. At the Upper School level, study support programs are also offered as electives on a regular basis and can be taken as often as necessary.
Services for students with different learning needs are provided by the Student Support Services office; such programs are designed to meet the requirements of IEPs and 504 plans.
The Ross Student Support team offers a Learning Strategies elective, which is taught in small groups by an experienced special education professional. The class meets daily and specifically supports the students' grade-level curriculum. Our Learning Strategies teachers are in regular communication with classroom personnel to ensure students receive assistance according to their individual needs and aligned with their academic program.
A Study Support course offers students the opportunity to work independently or receive help from a teacher. Ross faculty are also available for extra help during the last period of each day to help students experiencing difficulty in a particular area or who want to extend their depth of knowledge in a specific field.
Ross recognizes that each child learns differently and incorporates into the school’s pedagogy the theory of multiple intelligences, developed by one of Ross School’s founding mentors, Dr. Howard Gardner of Harvard University.
Dr. Gardner generated the theory of multiple intelligences to recognize the various ways students process information, engage in experiences, and perform understanding. At Ross, his work has been central to the design and delivery of instruction and assessments in the Spiral Curriculum. The learning experiences our instructors bring into the classroom foster these eight modalities (described below) as they exist and are developing within each student.
Using one’s whole body or parts of the body to solve problems, express, or fashion products. People who employ bodily-kinesthetic intelligence include dancers, surgeons, actors, athletes, artisans, mechanics and other technically oriented professions.
The capacity to understand oneself, to have an effective working model of oneself—including one’s own desires, fears, and capacities—and to use this information effectively to regulate one’s own life. This intelligence is utilized in meditation, maintaining a journal, or in therapy/counseling.
The capacity to understand the intentions, motivation, desires of other people and, consequently, to work effectively with others. People who employ this intelligence include clinicians, religious leaders, promoters, teachers, actors, salespeople and political leaders.
A sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. People who employ this intelligence include writers, lawyers, poets, rappers, and linguists.
The capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. People who regularly employ logical-mathematical intelligence include engineers, scientists, and mathematicians.
Skilled in musical performance and composition, as well as sensitive to rhythm, tones, meter, timbre, and other sounds. Individuals with musical-rhythmic intelligence usually have good (sometimes perfect) pitch and are proficient at singing, playing an instrument, and/or composing music.
Expertise in recognizing and classifying the numerous species—the flora and fauna—of one’s environment. With a sensitivity to the natural world and living things, they can be considered stewards of their environments. Environmentalists, farmers, hunters, fishermen, and cooks display this pattern-recognition talent.
The potential to recognize and manipulate the patterns of wide space as well as the patterns of more confined areas. Visual-spatial intelligence is commonly employed by visual artists, surgeons, architects, pilots, navigators, chess players, and graphic artists.
English for Speakers of Other Languages (ESOL)
To empower English language learners with the skills to fully participate in their learning, the Ross School ESOL program teaches subject-matter content and language skills simultaneously in an authentic context. The three levels (Prep, Transition, and Advanced) of this Ross Spiral–based curriculum encourage full participation in the school community.
At the Prep level, novice English learners develop reading, writing, speaking, and listening skills in content-based courses while practicing learning and classroom participation strategies to encourage engagement in their courses. These students are introduced to and practice higher-order thinking, metacognition, collaboration, and other 21st century skills.
Intermediate students transition into core classes with support to produce clear, well-structured discourse on complex subjects while showing confident use of English. Courses within the Transition program also provide opportunities for students to improve their research and analytical skills.
As students gain proficiency in the English language and develop a need to hone their skills, Advanced ESOL workshops help them recognize finer shades of meaning in complex language and communicate their understanding in precise writing and speaking.