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Le Sallay Schools Gifted and Advanced Education Program
Does your child have a special talent you want to encourage, or need guidance to learn at a level that aligns with their abilities? Le Sallay schools provide a nurturing environment that recognizes gifted and twice-exceptional students' potential and helps them develop the skills they need to succeed.
Le Sallay Schools' Blended Learning Model
Le Sallay Schools with campuses in the United States and France follow a blended learning model that combines boarding sessions with online instruction allowing students with diverse learning needs to obtain a high-quality education adapted to their goals. Here are the top three reasons why our blended learning model is uniquely suited to support gifted and twice-exceptional students:
1
Rigorous Curriculum
Le Sallay schools offer an international curriculum with advanced learning levels. Our team includes teachers trained in gifted and extended education programs.
2
Highly Personalized Instruction
At Le Sallay, every student follows a personalized learning plan. We do not put a limit on what a child can learn.
3
Available Where You Are
We serve children who need highly-customized learning solutions often unavailable where they live. Students travel to our easily accessible campus and study from home for the rest of the year.
Our Approach
Recognizing Talent and Identifying Needs
While there might be an overlap between gifted students and motivated high-achievers, these two groups are not the same. Gifted students may not perform quite as well if they feel disengaged and bored or if they have special learning needs that require hands-on intervention.
We work with students and their families to determine the desired learning outcomes and identify the individual areas for growth. Our school year starts with an assessment week where every child is given an opportunity to engage with different subjects. Based on the results of their work, an individualized learning plan is developed and amended as needed throughout the year.
We work with students and their families to determine the desired learning outcomes and identify the individual areas for growth. Our school year starts with an assessment week where every child is given an opportunity to engage with different subjects. Based on the results of their work, an individualized learning plan is developed and amended as needed throughout the year.
Creating Individualized Learning Plans
Unlike many traditional school settings, at Le Sallay classes are not grouped by age-based grades but by demonstrated ability level. This allows us to develop learning plans that take into account the academic, social, emotional, and developmental needs of our students.
With an average class ratio of 1:4, we are able to ensure the personalization of the learning process. Learning plans build on Le Sallay's core curriculum to provide students with a pace and depth appropriate to their strengths and areas for development.
With an average class ratio of 1:4, we are able to ensure the personalization of the learning process. Learning plans build on Le Sallay's core curriculum to provide students with a pace and depth appropriate to their strengths and areas for development.
Building a Study Skill Set
Gifted students excel in their subjects of choice due to their natural ability but they often get used to relying on talent alone and, as a result, lag behind on important study skills. In addition, twice-exceptional students often require specialist intervention to adapt their learning style to external demands.
At Le Sallay, we create our program with these needs in mind. In class, students focus on note-taking, discussion, problem-solving and reflective writing. In individual guidance sessions, we discuss time management, organization, goal-setting and self-advocacy. Another crucial area includes developing emotional regulation skills to help gifted and twice-exceptional students manage feelings, frustrations and perfectionist tendencies. Psychological support is available both during boarding and online sessions.
At Le Sallay, we create our program with these needs in mind. In class, students focus on note-taking, discussion, problem-solving and reflective writing. In individual guidance sessions, we discuss time management, organization, goal-setting and self-advocacy. Another crucial area includes developing emotional regulation skills to help gifted and twice-exceptional students manage feelings, frustrations and perfectionist tendencies. Psychological support is available both during boarding and online sessions.
Curriculum
Our curriculum model is based on increased depth and complexity. Instead of chasing grade-level standards, we expand the curriculum encouraging students to explore more challenging topics. Every subject is taught at several levels to meet the students exactly where they are.
The individual learning plans start with a core curriculum in English, literature, math, history, sciences and world languages and can be enriched with one-on-one classes and specialized interventions.
Our goal is to make sure that there are no limits on what a child can learn in their areas of strength, while also making sure they are supported in areas where they may still be developing.
- STEMLe Sallay's STEM courses include Earth and Space Sciences, such as astronomy, physics, and geography and Life Sciences of chemistry and biology. Math course increases in difficulty to include algebra, geometry, combinatorics, probability, logic, and statistics. Students are introduced to new concepts when they are ready, sometimes years before it happens in high school or even university settings.
- HumanitiesOur Humanities curriculum consists of English, World Literature, and World History courses that cover a variety of subject areas with a focus on social studies, critical reading and writing and interdisciplinary learning. Writing is integrated into all classes and students are required to produce independently researched essays throughout the year.
- LanguagesForeign languages include Spanish and French taught at Beginner, Intermediate and Advanced levels with the aim of reaching C1, the level at which a learner can effectively use the language for social, academic, or professional situations. Elements of language courses are often tied together with literature and history studies to provide a comprehensive classroom experience.
Individual Learning Plans
These real-life cases demonstrate the ways in which our curriculum can be adjusted to support the needs of gifted and twice-exceptional students
Identifying needs
During the assessment week, the student demonstrated advanced skills in math and scored highly in standardized reading and Lexile tests.
In subsequent weeks it became apparent that the student lacked understanding of science concepts and despite being advanced in math could not keep up with the coursework in integrated sciences class.
In Literature, despite being an avid reader and having an admirable vocabulary, the student struggled with more complex themes and challenging content that required a higher degree of emotional maturity.
Learning plan
The student was placed in the advanced math class and was challenged at a level several years above their age group.
In Sciences, the student was given individualized interventions in Earth and Space Sciences to be able to advance to the next level. In Life Sciences the student was placed in their age group.
Taking into account the student's motivation, a decision was made that the student will remain in the advanced English and literature group, but the group's curriculum would be adjusted to include books better matched with the student's developmental stage. The course curriculum still allowed for in-depth discussion, but was made more flexible, which was a better solution than placing the student at a level where they might have felt insufficiently challenged.
During the assessment week, the student demonstrated advanced skills in math and scored highly in standardized reading and Lexile tests.
In subsequent weeks it became apparent that the student lacked understanding of science concepts and despite being advanced in math could not keep up with the coursework in integrated sciences class.
In Literature, despite being an avid reader and having an admirable vocabulary, the student struggled with more complex themes and challenging content that required a higher degree of emotional maturity.
Learning plan
The student was placed in the advanced math class and was challenged at a level several years above their age group.
In Sciences, the student was given individualized interventions in Earth and Space Sciences to be able to advance to the next level. In Life Sciences the student was placed in their age group.
Taking into account the student's motivation, a decision was made that the student will remain in the advanced English and literature group, but the group's curriculum would be adjusted to include books better matched with the student's developmental stage. The course curriculum still allowed for in-depth discussion, but was made more flexible, which was a better solution than placing the student at a level where they might have felt insufficiently challenged.
Identifying needs
During the assessment week, a 10-year-old student impressed the teachers with her verbal reasoning, analytical and math skills. Highly motivated and curious, she was held back by the difficulty of completing written assignments due to a previously undiagnosed condition.
Learning plan
The student was placed in the advanced math and sciences classes where a series of academic interventions were made to accommodate the student's needs. In small classes, teachers were able to adjust the coursework by providing individual worksheets and giving the student more speaking opportunities than what would have been available in a traditional classroom.
Since blended learning includes periods of online instruction, the student was able to substitute handwriting with typing allowing her to gain more confidence in her abilities. During boarding sessions, the student has been supported through physical accommodations and targeted interventions.
In addition to following the STEM curriculum at a level two to three years higher than her age group, the student is now advancing in humanities having overcome her reluctance to engage with written assignments.
During the assessment week, a 10-year-old student impressed the teachers with her verbal reasoning, analytical and math skills. Highly motivated and curious, she was held back by the difficulty of completing written assignments due to a previously undiagnosed condition.
Learning plan
The student was placed in the advanced math and sciences classes where a series of academic interventions were made to accommodate the student's needs. In small classes, teachers were able to adjust the coursework by providing individual worksheets and giving the student more speaking opportunities than what would have been available in a traditional classroom.
Since blended learning includes periods of online instruction, the student was able to substitute handwriting with typing allowing her to gain more confidence in her abilities. During boarding sessions, the student has been supported through physical accommodations and targeted interventions.
In addition to following the STEM curriculum at a level two to three years higher than her age group, the student is now advancing in humanities having overcome her reluctance to engage with written assignments.
Identifying needs
A 15-year-old student from Ukraine has joined Le Sallay Academy on a full scholarship in March 2022. The student has a strong academic background, excels in math and has advanced reasoning and problem-solving skills. Unfortunately, having previously attended non-English language school, the student struggled with following the advanced humanities curriculum. In addition, the family was given asylum in Spain and the student was facing the need to communicate in an entirely new language.
Learning plan
The student was placed in the highest-level math group where he quickly outpaced his peers due to a combination of his natural ability, prior training and age difference. This year the student was given an opportunity to take a one-on-one math course taught by a teacher who specializes in advanced math. The course was in part taught asynchronously, giving the student an opportunity to become more independent in his studies.
In the Humanities, accommodations were made to allow the student to continue studying advanced World Literature and World History in English. Rather than creating language interventions as with younger students, we devised a learning support system where teachers compiled key term vocabulary in advance of each class so that the student could prepare for the discussion and learn the new words. After several months, the student progressed to a level where he could keep up with his peers without any special accommodations.
In languages, a new beginner Spanish group was created from scratch. With hard work and dedication, the student has outpaced the beginner's group and was able to join the more advanced group of Spanish learners that started 7 months before he joined our program. He is currently at a level where he can continue his school studies in Spanish if he wishes to do so.
Since this is the student's last year at Le Sallay, we are confident that he will be able to continue his education in English and gain admission into any international high school of his choice, including schools with a rigorous academic curriculum.
A 15-year-old student from Ukraine has joined Le Sallay Academy on a full scholarship in March 2022. The student has a strong academic background, excels in math and has advanced reasoning and problem-solving skills. Unfortunately, having previously attended non-English language school, the student struggled with following the advanced humanities curriculum. In addition, the family was given asylum in Spain and the student was facing the need to communicate in an entirely new language.
Learning plan
The student was placed in the highest-level math group where he quickly outpaced his peers due to a combination of his natural ability, prior training and age difference. This year the student was given an opportunity to take a one-on-one math course taught by a teacher who specializes in advanced math. The course was in part taught asynchronously, giving the student an opportunity to become more independent in his studies.
In the Humanities, accommodations were made to allow the student to continue studying advanced World Literature and World History in English. Rather than creating language interventions as with younger students, we devised a learning support system where teachers compiled key term vocabulary in advance of each class so that the student could prepare for the discussion and learn the new words. After several months, the student progressed to a level where he could keep up with his peers without any special accommodations.
In languages, a new beginner Spanish group was created from scratch. With hard work and dedication, the student has outpaced the beginner's group and was able to join the more advanced group of Spanish learners that started 7 months before he joined our program. He is currently at a level where he can continue his school studies in Spanish if he wishes to do so.
Since this is the student's last year at Le Sallay, we are confident that he will be able to continue his education in English and gain admission into any international high school of his choice, including schools with a rigorous academic curriculum.
Admissions
At Le Sallay, our goal in the admission process is to gain an understanding of your child’s unique skills and personality, as well as your hopes for them as they continue to grow. By getting to know your student and family, we can help you determine whether Le Sallay is the right fit for your child and suggest the ways in which we can help them succeed.
The best way to start the process is to schedule an introductory video call with our admissions team. We are excited about the opportunity to meet you and we hope to hear from you soon!
Schedule a meeting with our admissions team
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Le Sallay’s academically rigorous program has proven particularly good for high-achieving students who need additional challenges. It also attracts children who have grown disengaged in their schools or feel like they don’t fit in, by helping them rediscover the love of learning and encouraging socialization and meaningful relationships. Providing differentiated study plans and psychological support, the Academy is a great choice for students with diverse learning needs, as well as those whose families are frequently on the move.
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