Unique Students. Unique School.
Our Curriculum
Vertical Skills Academy is dedicated to empowering dyslexic learners through the use of evidence-based programs tailored to their unique needs. By integrating proven methodologies, such as structured literacy and multisensory instructional approaches, we ensure that each student receives the tools and strategies necessary to unlock their full potential. Our commitment to research-driven practices allows us to address the specific challenges faced by dyslexic learners while fostering confidence, independence, and academic success. This chosen curriculum is explained in depth below. At Vertical Skills Academy, we create a supportive environment where every student can thrive and develop a lifelong love for learning. We go “as fast as we can, as slow as we must” to meet these needs.
“The Orton-Gillingham Approach is a direct, explicit, multi-sensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. It is most properly understood and practiced as an approach, not a method, program, or system. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility. Every teacher is trained in Yoshimoto Orton Gillingham in order to integrate this methodology across all content areas.
The essential curricular content and instructional practices that characterize the Orton-Gillingham Approach are derived from two sources: first from a body of time-tested knowledge and practice that has been validated over the past 80 years, and second from scientific evidence about how individuals learn to read and write; why a significant number have difficulty in doing so; how having dyslexia makes achieving literacy skills more difficult; and which instructional practices are best suited for teaching such individuals to read and write.” – AOGPE
Where can I go to learn more about the Orton-Gillingham Approach?
Vertical Skills Academy uses unit studies as the foundation for our English Language Arts (ELA) classes. These units incorporate rich, interesting texts centered on grade-level Social Studies topics, giving students opportunities to expand their vocabulary, strengthen critical thinking, build background knowledge, and practice important reading and writing skills in meaningful contexts. Lessons also incorporate executive functioning strategies that help students become more independent and confident by practicing planning, organization, self-monitoring, and self-advocacy. We pair this instruction with our literacy framework, Releasing Writers (formerly thinkSRSD), to help students become thoughtful, capable readers and confident writers.
During ELA, teachers accommodate students’ individual reading abilities by reading texts to and with students and using tools such as Learning Ally, which provides audio support. This allows students to access rich, grade-level content while continuing to strengthen foundational literacy skills during their Orton-Gillingham (OG) tutoring time. Together, these approaches provide consistent routines and language across classes while giving teachers the flexibility to meet each student’s unique needs. Our goal is to help students grow academically while becoming more confident, capable, and independent learners.
For Math, we use Eureka Math² , which was rated in Ed Reports as Meets Expectations in all areas. Eureka Math² helps students establish a foundational understanding of mathematics (the why) rather than only relying on procedural skills (the how), to better prepare them for college and career. Students strengthen reasoning and critical-thinking skills that they can apply to solve real-world problems and that can be applied to many real-world situations. As with all of our resources, teachers provide manipulatives, as well as accommodations, to meet all students’ needs. They also use formative assessment on a daily basis to determine if students understand the lesson and adapt it as needed.
Each class has time during their school day for Social-Emotional Learning (SEL). During this time, teachers check in on students, utilize the Everyday Speech SEL curriculum, and provide time to build social skills. On top of our SEL curriculum, students are explicitly taught what it means to be dyslexic, how to advocate for themselves, and how to self-regulate using executive functioning skills.