special-education-marketing
Digital Marketing
Marketing

The Role of Social Media in Promoting Special Education Programs

Social media is a powerful tool for promoting special education programs, fostering awareness, and building connections with stakeholders. Brehm Preparatory School highlights student achievements, shares educational content, and engages with its community through platforms like Facebook, Instagram, and TikTok. From showcasing student art to running awareness campaigns, discover how social media enhances Brehm's mission and outreach.

Introduction: Leveraging Social Media for Special Education

In the digital age, social media has become an indispensable tool for promoting special education programs. Its ability to increase awareness, connect with key stakeholders, and showcase the achievements of students makes it a powerful platform for schools. At Brehm Preparatory School, we harness the potential of social media to highlight the incredible progress of our students and foster a supportive community around special education.

Importance of Social Media for Promoting Special Education Programs

Increases Awareness and Understanding

Social media platforms are excellent for spreading awareness about special education. For instance, Brehm Preparatory School creates blog posts to share expert knowledge. An example is the article "NVLD: The Unseen Disorder of Visual-Spatial Processing" by Deb Browne, a Speech-Language Pathologist. This article helps the community understand Nonverbal Learning Disorder (NVLD) and advocates for better recognition and support. Shared on our website and through social media, it increases its reach beyond typical Google searches.

Connects with Parents, Educators, and Stakeholders

Social media helps Brehm connect directly with parents, educators, and stakeholders. We've had instances where students convinced their parents to tour our school because of what they saw on social media. This direct connection fosters a strong community and ensures that parents and stakeholders are always informed and engaged.

Showcases Achievements and Progress

We use social media to highlight the achievements and progress of our students. Examples include "Finished Art Work Fridays," where we showcase student artwork, and our "Favorite Campus and Off-Campus Spots Series," which features students' favorite places and involves them in content creation. These initiatives allow us to regularly share the creative and academic accomplishments of our students, highlighting the vibrant community at Brehm.

Benefits of Social Media for Schools

Broad Reach and Accessibility

Social media platforms have a vast user base, allowing schools to reach a wide audience. This broad reach is particularly beneficial for spreading awareness and information about special education.

Real-time Communication and Updates

One of the key benefits of social media is the ability to provide real-time updates and communication. This immediacy helps keep parents and stakeholders informed about school events, student achievements, and other important news.

Cost-effective Marketing Tool

Social media is a cost-effective marketing tool compared to traditional advertising methods. Schools can create and share content without the high costs associated with print or television advertising.

Captures and Shares Authentic, Real-life Moments

Social media allows schools to capture and share authentic, real-life moments from daily school life. This authenticity helps build trust and engagement with the audience.

Best Practices for Social Media Use

Managing Social Media Accounts Effectively

  • Consistent Posting Schedule: Maintaining a consistent posting schedule is crucial for keeping the audience engaged. We utilize student interns and ensure we have bulk content ready before finalizing our posting schedule.
  • Engaging and Interactive Content: Creating engaging and interactive content is essential for fostering a lively and involved community. We adapt our content to stay relevant and interesting, ensuring it remains fresh and engaging.
  • Monitoring and Responding to Comments and Messages Promptly: Timely responses to comments and messages show that the school values its community and is attentive to their needs and concerns.
  • Avoiding Overly Polished or Staged Content: To maintain authenticity, it’s important to avoid overly polished or staged content. Real-life moments and spontaneous posts often resonate more with the audience.

Engaging Students in Marketing Roles

Involving students in social media marketing through internships provides them with valuable experience and helps create content that is authentic and relatable. We are currently using Meta Business Suite for social media management and exploring other software options for deeper content creation.

Case Studies

Examples of Successful Social Media Campaigns

  • Highlighting Student Success Stories and Milestones: "Finished Art Work Fridays" and our "Favorite Campus and Off-Campus Spots Series" are prime examples. These initiatives not only engage students but also highlight their successes and favorite places, fostering a connection with our audience.
  • Running Awareness Campaigns During Special Education Awareness Month: Awareness campaigns during special education awareness month can help spread important messages and engage the community in meaningful ways.
  • Summer Ad Campaign: Our summer ad campaign on Facebook used targeted audience insights to boost our summer program enrollment. It produced significant traffic to our website from clicks, demonstrating the effectiveness of well-planned social media advertising.

Tools and Resources

Recommended Tools for Managing Social Media

  • Canva for Creative Design: Canva helps us create visually appealing graphics that enhance the visual appeal of our social media posts.
  • CapCut for Video Content: CapCut is used for creating engaging video content, which is crucial for capturing attention on social media platforms.
  • Adobe Suite: We use Adobe Suite for everything from video editing to photo editing and logo manipulation. These tools help us create professional-quality content that stands out.

Final Thoughts on Leveraging Social Media

Using social media to build a supportive community around special education is a powerful strategy for schools. By continuously adapting and improving social media strategies, schools can focus on authentic and meaningful engagement with their audience. Staying current with trends while maintaining authenticity ensures that the school’s social media presence is both effective and genuine. At Brehm Preparatory School, we are committed to leveraging social media to celebrate our students, connect with our community, and promote the value of special education.

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English Department

The English Department of Brehm Preparatory School provides individualized instruction for students in literature, writing, grammar, research, and technology integration. To deliver a standard-based curriculum, we provide the necessary accommodations and strategies. We address the foundational language skills when necessary to fill the learning holes and improve outcomes.

Department Overivew

The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.

The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.

The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.

The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.

The English Department’s objectives for all classes include:

  • Improve reading skills while reading a variety of literary genres
  • Understand, analyze, synthesize, and assess literary elements
  • Evaluate literature in relation to historical perspectives and/or context
  • Use assistive technology and software to read, comprehend, organize, and present information (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth, G-Suite – Docs, Forms, Slides)
  • Apply grammatical, spelling, and punctuation rules to writing
  • Speak and write clearly and concisely on a specified topic
  • Expand and refine vocabulary
  • Engage in higher order thinking skills
  • Reading support and coaching through online software
Junior High English Language Arts:

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Fundamentals of English

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Linguistic Literacy

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Project Read

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Literacy Strategies

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Modern Literature

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Business English

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Writing and Composition

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software

Creative Writing

The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.  The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
    (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
     G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software