Curriculum

The general curriculum follows the Virginia State Standards of Learning.  As each student’s ISP/IEP is developed, accommodations to help the student be successful in the classroom are included. Individual attention to learning styles, use of technology such as computers, keyboards, or visual aids, books and materials on a student’s level of comprehension, repetition, and reading tests aloud to students are just a few examples of these accommodations.

When possible, hands-on learning is applied. Students may be given research projects or models, which explain a concept in greater depth.  Each classroom has several computers, and students may use the internet with teacher supervision for research and investigation.  Additional individualization of instruction is accomplished through tutoring sessions, specific remedial classes in math, spelling and reading, and the adaptation for instruction for any area of academics.  Alternative types of teaching programs which are project-based may be developed for students who are not successful with more traditional teaching strategies.

A certified reading specialist is contracted to support and provide direct, 1:1 instruction for students who have a qualifying and identified need in reading. Additionally, when there is a specific need, an outside expert is contracted to provide additional instruction in a specific content area.

Students are evaluated by teacher-produced tests, commercial tests provided with textbook units, work samples, teacher observation, and standardized testing.  The Advisory Team meets at least once per month to discuss each student. Meeting participants include the student, teacher, counselor, speech and/or occupational therapist the student’s therapist (psychologist, social worker, or psychiatrist), and, as needed, the Director of Academic Services.  In addition to monthly Advisory Team Meetings, each student’s treatment team meets once per quarter without the student being present to discuss treatment, strategies, and progress.

Progress reports are written by the teachers quarterly and include academic progress as well as behavioral progress and course grades while participating in the academic program.  An Interim is sent to parent’s midway through the quarter to inform them of student’s academic progress.  Weekly updates are sent via students’ administrative contacts each week and include a weekly academic and residential overview.

Teacher conferences are arranged on Parents’ Weekend and at the end of the school year for a more in-depth view of progress. Participants include the parents, teacher, and residential counselor. Additional staff may include residential supervisors and the Director of Academic Services.

Keswick School holds high standards for academics while maintaining a balance with therapy and social development for each student.  Our goal is to use a multi-disciplinary approach to treat the whole child, emphasizing cognitive, social, emotional, artistic, and athletic attributes to develop each child’s unique sense of self.  In addition to achievement as measured by standard assessments, students learn to be life-long learners.  Some of the skills Keswick School students gain include the following:

• Plan and conduct research
• Gather, organize and analyze data
• Think analytically and critically
• Understand and apply principals of logic and reasoning
• Seek, recognize and understand systems, relationships and patterns
• Apply and adapt a variety of strategies to solve problems
• Acquire and use precise language to communicate ideas
• Explore and express ideas and opinions using media, the arts and technology
• Demonstrate ethical behavior and respect for others
• Participate in the context of community
• Understand and practice a physically active and healthy lifestyle
• Learn to use strategies to plan, monitor and evaluate one’s own work