Academics - San Marcos Baptist Academy

In 1995, demands facing students with learning differences prompted San Marcos Academy to expand its vision of education through the addition of the Learning Skills Program, thereby allowing the Academy another venue to better serve students. Many families now choose the Academy based on the reputation of its Learning Skills Program.

Following is a summary description of the LS program. For more detailed information, please contact the Learning Skills Program Director, Margo McClintock, 512.753.8062 or through e-mail at mcclintockm@smba.org.

Academic Expectations:
San Marcos Academy, a college preparatory school founded in 1907, challenges all students to the fullest extent of their academic potential. In addition to AP courses, 54 hours of college credit is available through dual credit courses.

While the Academy holds students to high academic standards, certain accommodations are made for students with learning differences. These accommodations, along with a variety of other services, are offered through the Learning Skills Program.

Qualifications for the Learning Skills Program:
To qualify for the LS Program, a student must have a documented learning disability or some other mental health diagnosis. Other mental health diagnoses include ADHD with or without hyperactivity, mild depression and /or anxiety. Additionally, a student must be experiencing academic difficulties due to this disability or diagnosis. Since the LS Program does not function as a "pull-out" program, students must demonstrate the ability to function in a regular classroom setting.

Operation of the Learning Center:
Participants attend the Learning Center one period per day. Additionally, the lab is open after school till 4:30. Our four Learning Specialists are available to work with students throughout the school day providing test accommodations.

The Learning Center specifically offers a positive, supportive environment where students are presented tools plus information to assess their learning style, and their academic strengths and their academic weaknesses. They are instructed on best learning practices for their particular learning profile and on incorporating the skills necessary for academic success into their own personal situations. The Learning Center provides instruction in study skills, test preparation and organizational skills using student specific tests and assignments. Because it is not possible for LS staff to monitor and report on homework completion and test performance on a daily basis for each individual student, LS students must modify their work habits to incorporate the necessary organizational skills into their daily routines. Some students respond quickly to the support, instruction and demonstration offered by the Learning Center and rise to the challenge of the new expectations. Others may require considerably more time to process and accept the offered assistance and newly supportive environment while assuming increasing responsibility for their own education.

In instances where a student is not responding to the academic expectations of the Academy, and the Learning Center becomes aware of poor performance in testing and/or homework completion, LS staff take steps to intervene with the student. Though accountability is brought to the forefront in LS instruction at this point, the effectiveness of the intervention varies from student to student. Some students respond positively to a reiteration of expectations and offers of assistance while others choose to continue non-compliance with academic expectations. The Academy utilizes a combination of positive reinforcement and negative consequences to influence student work habits in the desired direction. It must be stated, however, that all students retain the right of choice. Though a rare occurrence, certain students may choose non-compliance regardless of influence, support, instruction, and external pressures.

Testing Accommodations:
Participating students are allowed to come to the Learning Center for testing in each of their courses. In those instances where It is not necessary for a student to be tested in the Learning Center for a particular course, LS staff will take into consideration, along with student and parent input and make a decision concerning testing accommodations. Students who do not complete tests within the testing time period are allowed to complete the test during the period when the student would have been in regular attendance in the Learning Center. The student is expected to return to the Learning Center after school for test completion.

LS staff also provide monitoring of student progress on tests. If a student appears "stumped" or unfocused, staff will seek to refocus the student through reading questions aloud, asking the student to read questions aloud, or reminding the student of information that he or she already knows that would be helpful in answering the test questions.

During the past eight years, Learning Skills Program Director Margo McClintock, along with Academy administration, has advanced the LS Program from fourteen participants and two college-age, part-time tutors to fifty participants and four full-time learning specialists. With success creating demand and Academy personnel and Trustees responding, LS staff has systematically instituted the numerous changes required of an evolving program.

Learning Skills staff members share a common commitment to the education of students with learning differences, along with a vision for how that education should be accomplished. Their extensive experience operating learning skills programs has produced confidence in certain basic precursors of academic success.

Students with mild to moderate learning differences must capitalize on personal strengths, recognize and manage personal weaknesses, and develop orderly study habits. Attention to individual learning styles and the exercise of self-advocacy skills and compensatory behaviors are also crucial to student success.

LS staff have consistently observed the effectiveness of the Learning Skills Program at the Academy in moving students from dependence to personal autonomy, from external monitoring to self-sufficiency.

Tom Rhodes holds a master’s degree in special education from the University of Wisconsin and is a licensed administrator and supervisor of special education programs. Prior to his move to SMA in 2004, Tom was co-director of the learning skills program at Wasatch Academy for twenty-one years.

Keri Rhodes holds a bachelor’s degree in special education from the University of Wisconsin, is a licensed reading teacher, and is trained in the Lindamood-Bell reading system. Prior to her arrival at the Academy in 2004, Keri co-directed the learning skills program at Wasatch Academy.

Laurel Brooks holds a bachelor’s degree in Interdisciplinary Studies from Texas State University and is certified to teach in both regular and special education. Laurel has implemented the student behavior program FOCUS at Fredericksburg High school, Fredericksburg, Texas, and has worked in a variety of teaching positions at Wimberley Independent School District and San Marcos Consolidated Independent School District.