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Notes for Prospective Students
TGS Program Overview
Small classes with supportive teachers
The average class size at TGS is four to eight students.
addition to subject matter knowledge, our regular teachers have
knowledge of and experience with Asperger’s Syndrome
They are committed to understanding and supporting each
student in reaching his or her potential.
TGS teachers participate
regularly in professional development to learn and practice
effective teaching strategies for our unique students.
available and accessible, and strive to be wise mentors to TGS
students in all aspects of the TGS program.
Challenging academic curriculum
At TGS, there are no limits to what students can
learn—especially in their areas of strength and interest.
help students tap into professional and academic resources in the
community to extend their learning beyond a traditional high school
Our 4+1 learning program offers four days of focused
academic content in the classroom combined with one day of creative
arts, individualized enrichment, mentoring, or service
TGS teachers admire and respect their students’ academic
strengths, and our small classes provide the impetus for rapid
individual growth by each student.
discussions promote the process of learning, which we believe
involves questioning, exploring and hypothesizing.
Personal Projects Program, brought to us through TGS' collaboration
with Orion Academy, and formal presentations of learning, students
have frequent, supported opportunities to translate what
they’ve learned into polished presentations.
Integrated social skills support
At TGS, students learn in a close-knit community with planned
and spontaneous opportunities to relax, play, and interact with
Appropriate social-communication, social-emotional
teaching, and life skills are woven throughout each student’s
program as needed.
Our school-wide social skills program focuses on
the core challenges of Asperger’s Syndrome, and builds
students’ interpersonal, technology, and workplace skills so
they can lead fully independent, socially engaged adult lives.
Real-world learning experiences
Real-world learning is at the heart of the TGS program.
Temple Grandin herself learned, people with autism,Asperger’s
Syndrome or social anxiety must be extremely talented in their
vocations to make up for the challenges they experience with social
The 4 + 1 scheduling at TGS provides a full day for
students to interface with the community.
In addition to developing
and practicing their talents, students gain valuable interpersonal
skills as they are supported in planning and implementing their
Personalized learning to support individual passions
TGS staff help students plan a challenging course of study that
will stretch their thinking, and provide the academic and social
supports they need to reach their goals.
We help students identify
their goals, and plan their educational experience with the end
goal in mind.
Because TGS teachers know and respect students’
passions, they can use these to build students’ motivation
for academic work.
With patience, creativity, and collaboration,
almost any passion can fuel student learning!
Strength-based approach to special education support
At TGS, we respect the strengths of our students and their
We recognize that each student is unique, and invite
parents to take an active role as we work together to create an
educational plan that accurately addresses their child’s
strengths and support needs.
Our support services include training
in self-awareness to help students understand their unique
expression of strengths and challenges as it relates to
Asperger’s Syndrome or another diagnosis.
self-understanding, students are able to set realistic goals for
their future schooling and work experiences.
Sensory Processing and Self Regulation Support
Acknowledging that students with Asperger’s syndrome and
other neurocognitive differences often experience challenges with
sensory processing and self-regulation, TGS works with parents and
students to provide support and programming to address this need.
Daily experiences are used as learning opportunities for students
who, as they increase their self-awareness and acquire strategies
that work for them, are prepared for future success.
Components of this 6-12 program include:
-A “sensory sensitive” school environment.
-Experienced, supportive staff.
-Direct instruction in strategies for self-regulation and sensory
processing, as needed.
-Regular opportunities to incorporate sensory diet strategies at
school and reflect upon sensory experiences in the community and at