Regular LSP aims to meet the executive functioning, academic, and social-emotional needs of mostly 10th - 11th graders with most sections consisting of a mix of 10h and 11th grade students. This course is taught with 6 students: 2 teacher ratio. Due to lack of engagement with our specific support structure and strategies, most new seniors that require LSP should be advised to enroll in Regular LSP. Students are not segregated based on their diagnosed learning difference or learning need, and this section reflects great neurodiversity and academic proficiency. The majority of students in this section have either completed the First Year Experience course, transferred into Christchurch School during their 10th or 11th grade year, or students that have discovered a neurological difference that impacts learning during their time at Christchurch School. The pedagogical focus of this course is to teach the executive function and academic skills required for success in high school while providing academic support in all subject areas and oversight. The student profile that is best suited for this level of support is a student that is open to working with adults in a support relationship, students with a documented and diagnosed learning difference, and students with documented executive functioning deficits and/or academic weaknesses. In some cases, this course is appropriate for 10th-11th grade students that discover or suspect a neuro difference that impacts academic success. Intended outcomes vary and depend on the individual and/or diagnosed needs of each student. Outcomes focus on striving towards specific and individual goals within three domains of skill attainment: executive functioning, academic, and social-emotional.

The primary objective of this course is to support students with neurodiversity for success in and outside the classroom. By the end of this course, students should be able to communicate their learning profile and how their learning differences influence their specific strengths and weaknesses. They should also be able to identify when to employ specific study skills such as: the use of organizational aids to support research and writing, appropriate active reading strategies, templates to organize and format lab reports, and google sheets to create charts and graphs. In addition to recognizing when specific skills should be used, they should know how to employ them with varying degrees of support. They should be able to know when and how to self-advocate, be able to employ strategies for balancing academic responsibilities with social opportunities, be able to formulate appropriate SMART goals, and demonstrate awareness around their habits of procrastination. Finally, students should show awareness around their specific executive functioning weaknesses and show attempts or progress towards adapting time management and organizational systems that align with their needs. 

LSP Tutorial is the highest level of academic support offered through the Learning Skills Program. This course is taught with 4 students: 2 teacher ratio and focuses on providing comprehensive academic support while promoting skill acquisition with more individualized attention. Students that enroll in the LSP Tutorial course often have a combination of multiple diagnosed and more significant learning differences or are transitioning from schools specifically for students with learning differences or a homeschool environment. Students have the option to transition out of LSP Tutorial, and we discourage seniors from receiving this level of support; however, some may choose to remain in the LSP Tutorial group throughout the duration of their high school experience. Depending on enrollment, the LSP Tutorial may be scheduled due to learning differences or grade level in order to provide targeted instructional support in a class setting. However, due to limited resources, we cannot guarantee this grouping. Students hoping to receive this level of support must present diagnostic testing to document and demonstrate need. Intended outcomes vary and depend on the individual and/or diagnosed needs of each student. Outcomes focus on striving towards specific and individual goals within three domains of skill attainment: executive functioning, academic, and social-emotional.

The primary objective of this course is to support students with learning differences in achieving success in high school. By the end of this course, students should be able to communicate awareness of their learning difference to the Learning Specialist working to support them in LSP and their teachers, demonstrate awareness of specific study skills such the use of organizational aids to support research and writing, appropriate active reading strategies, templates to organize and format lab reports, and google sheets to create charts and graphs. They should be able to know when and how to self-advocate effectively, be aware of strategies for balancing academic responsibilities with social opportunities, be able to formulate appropriate SMART goals, and demonstrate awareness around their habits of procrastination. Finally, students should show awareness around their specific executive functioning weaknesses and show attempts or progress towards adapting time management and organizational systems that align with their needs. 

LSP Transition aims to support the needs of seniors as they graduate from both Christchurch School and the Learning Skills Program. This course is taught with 8 students: 1 teacher ratio. The pedagogical focus of this course is to prepare graduating seniors to independently achieve academic success during their senior year and beyond by providing accountability, oversight, and guidance. In the fall, the main focus of the LSP Transition course is to support students with managing the executive functioning needs of the college application process while attending to the academic workflow of the senior year. In the spring, support is focused on preparing students to take the reins so they may go off into the world as confident and independent learners, promoting the executive functioning skills needed for success with the optional senior project, and providing social-emotional support to discourage academic or community disengagement. Additionally, LSP Transition provides support with the development and presentation of the senior speech. Students are also coached on how to advocate for learning support within Higher Education. Students in the LSP Independence course are not scheduled based on their diagnosed learning difference or learning need, and this section reflects great neurodiversity and academic proficiency. Seniors that are new to Christchurch School or LSP are often discouraged to enroll in LSP Transition, unless they were a Christchurch student at one time, have demonstrated a history of willingness and openness to receiving support, and/or unofficially working within the structure of our specific program. The ideal student profile for this section is a Christchurch Student that completed at least a year of Regular LSP and that has a documented neurodiversity that impacts the learning experience. Intended outcomes vary and depend on the individual and/or diagnosed needs of each student. Outcomes focus on striving towards specific and individual goals within three domains of skill attainment: executive functioning, academic, and social-emotional. The primary objective of this course is to prepare students with neurodiversity for success beyond Christchurch School.

The primary objective of this course is to prepare students with the confidence and independence needed for success for life beyond the white fences. By the end of this course, students should be able to communicate their learning profile and how their learning difference influences their specific strengths and weaknesses to their teachers at Christchurch School and to their future college professors. They should also be able to identify when to use specific study skills such as: the use of organizational aids to support research and writing, appropriate active reading strategies, templates to organize and format lab reports, and google sheets to create charts and graphs. In addition to recognizing when specific skills should be used, they should know how to employ them with limited support. They should be able to know when and how to self-advocate, be able to employ strategies for balancing academic responsibilities with social opportunities, be able to formulate and follow-through with appropriate SMART goals and demonstrate awareness and responsibility around their habits of procrastination. Finally, students should demonstrate strategies to support their specific executive functioning weaknesses and ability to employ time management and organizational systems that align with their executive functioning weaknesses and needs.