 | Philosophy:
“CSUS is committed to helping students achieve their full potential and thrive in a rigorous academic program. To fulfill this commitment we strive to maintain a supportive environment for all students, including those with learning differences. We provide professional development and consultation with our faculty to help them identify learning issues and better serve the needs of students with identified learning differences and disabilities. While our dedicated resources are limited, we provide direct support to students with learning differences through our Academic Resource Center. We provide referrals to outside professionals for testing and additional support, and we provide reasonable accommodations for students with documented learning differences.”
[CSUS Board Statement, March 2007]
The Academic Resource Center (ARC) provides individual assistance for Middle and Upper School students to develop skills in:
• Organization and time management
• test preparation
• note taking
• study skills
Support for students with documented learning disabilities (LD) is coordinated through the ARC and includes:
• Annual Formal Education Plan (FEP) meeting, involving the student, his or her parents, teachers, school counselor, and head of the upper or middle school and the director of Academic Resource Center. The FEP meeting results in a signed agreement outlining the academic accommodations agreed upon.
• Available academic accommodations may include:
o extended time on tests
o quiet testing environment
o peer note-taker services
o use of a computer for in-class assignments, and
o reduced course load, when appropriate
o foreign language waiver
Students, parents and teachers are invited to contact the ARC to discuss a possible learning difference. Referrals are made to local, outside agencies when warranted for full psycho-educational evaluation, and/or for professional tutoring. |
| | Molly Black
Academic Support Coordinator
(650) 342-4175 ext. 1559
Email: Molly Black
Office location: Uplands, Theater foyer
|
|