LIIP Courses

Curriculum Overview

LIIP Curriculum

LIIP's curriculum is designed around US curriculum standards and textbooks. Some classes such as Project Class or Reading Skills use curriculum designed by their respective teachers. ICT uses a blended curriculum with resources from Typing.com, Code.org, materials created by LIIP, and inspiration from Coding Haru (a COLAT company). All curricula are evaluated and monitored weekly and reassessed quarterly by LIIP staff in meetings and by committee evaluation. Coordination and deployment of LIIP's curricula is led by Mr. Cook with oversight from Mr. Park.

LIIP Courses

LIIP's courses use collaborative learning, project-based learning (PBL), and student-centered activities to meet curriculum goals and objectives. All subjects follow yearly plans created and reviewed before the start of the year. Teachers use the Weekly Lesson & Homework Planner to provide parents and students with an outline of course content and homework. Teachers' lesson plans provide the articulation and nuance which makes LIIP's courses stand out.

LIIP Teachers

LIIP's teachers reinforce social etiquette, rules, and responsibilities. They guide students' social-emotional learning (SEL) and model processes of self-sufficiency and self-reliance to build adaptable, confident, and conscientious life-long learners. Reviewing and reteaching are prioritized by LIIP over an accelerated pace of study to ensure students are successful. The teachers monitor student progress and in weekly meetings share stories of student successes and of student struggle. Students who struggle are evaluated by the entire LIIP team and if necessary, placed in the Grade Assistance Program (GAP).

Benchmarks & Assessments

LIIP AD and LIIP AS students have MAP testing at least twice a year to track their progress in reading comprehension, language mechanics, mathematics, and science. Monthly assessments are also completed with Renaissance Star Reading to establish English skill baselines in three key areas: comprehension & discussion, contextual & application, and literacy & aptitude. Fine-grained assessment of literacy skills and language arts skills are assessed with Fountas & Pinnell. Students who have not shown the desired amount of improvement or are at risk for grade retention are placed into GAP as part of their success plan.

 

The Grade Assistance Program (GAP)

Students are placed into a custom study regime (GAP) when they consistently struggle to keep pace with the core courses in LIIP's curriculum. The student's schedule is adjusted to allow for one-on-one instruction with the teacher of the affected subject. Students in GAP learn at their own pace until they are able to keep up with their regular class.

Some past examples of GAP in action:

  • a grade 2 age student in a grade 1 level class due to lower English ability needs grade 2 level Korean Studies classes instead of grade 1 level Korean Studies classes, schedule adjustments are made so the student can join the proper Korean Studies class while not missing important level appropriate English classes.
  • a grade 4 student from Japan with limited English ability was placed in GAP ESL.
  • a student who was at a more advanced level of Chinese than their class was placed in GAP Chinese.
  • two grade 2 students had not had grade 1 foundational work with LIIP; they were placed in GAP Mathematics to learn Eureka basics twice a week.

GAP support classes are created as students need individual support to be successful at LIIP. In the cases where GAP classes are not sufficient, LIIP meets with parents to discuss how to help those students in their home setting.