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Academic Placement

Three points of entry tailored to meet the needs of students who learn differently

Points of Entry

Our students are intelligent and have great potential, but some are not yet ready for college-level coursework. Placement assessment helps determine the best starting point for each student. All Landmark College students must have a diagnosed learning disability, ADHD, or ASD.

There are three points of entry for incoming Landmark College students: Credit, Partial-Credit, and the Language Intensive Curriculum (LIC).

Credit Curriculum

The Credit Curriculum is for students who read and write at an entry college level or just below grade level. Within the credit option, students will be placed within either a reading comprehension and fluency focus or an academic self-management focus

Required Core Courses:

Perspectives in Learning (FY1011) 

This course develops study skills in conjunction with learning about the brain, behavior, and cognition. Students learn concepts related to executive function and the critical role it plays in memory and learning. Recent research has shown that many people diagnosed with language-based learning disabilities, ADHD, or ASD may have challenges in this area. Students will also learn about the legal environment related to learning disabilities to develop their self-advocacy skills.

Composition and Rhetoric (EN 1011)

This course provides reading, writing, and critical thinking skills development at the credit level for students who need additional work to perform successfully in other college-level courses.

In addition to the required core, Credit Curriculum students take two credit electives.

Partial-Credit Curriculum

The Partial-Credit Curriculum is for students whose reading and writing skills are below college level. The partial-credit curriculum provides an intensive semester of skill and strategy instruction designed to help students prepare for the rigor of the credit curriculum. Assistive Technology is emphasized as a tool for accessing college instruction and assignments. Students take two non-credit, developmental courses to improve writing and study skills while also taking two credit-level courses—including the required  “Foundations in Learning” and a credit elective such as Art, Math, World Language, or Physical Education. In order to move to the credit curriculum, students must pass their two required courses with a C- or better within two semesters.

Required Core Courses:

Foundations in Learning (FY1001) 

This is a first-semester credit course designed to introduce students to habits and skills needed for successful transition to college, based on the philosophy of self-determination. The purpose is to orient students to a culture of goal-setting, strategic learning, self-advocacy, and metacognition through a highly interactive, hands-on curriculum. This orientation is accomplished through the study of brain-based research about learning. The course will emphasize the establishment of short and long-term goals for self management and the development of strategies to implement those goals. To achieve this end, students actively participate in resources such as the Center for Academic Support, Educational Technology Services, and Coaching Services. Use of technology will be introduced and will be emphasized for active reading, note taking, test taking, and summary writing. Organization of time, materials, and project planning will be modeled, practiced, and assessed. Readings from a variety of college-level materials will be used to begin development of individual strategy systems to extract essential ideas and implied meanings, and students will work to think critically and will summarize these ideas. Students will learn about the laws that protect individuals with learning disabilities and will develop their own voices to appropriately advocate for themselves in academic settings.

Developmental Writing (EN0911)

This course is intended to prepare students for credit-level composition work. This course focuses on independent mastery of writing process strategies and on practicing and integrating patterns of organization in personal and expository essays. Emphasis is also given to sentence expansion and variation and to the elements of style.
Two electives—non-credit and credit.

Language Intensive Curriculum (LIC)

The Language Intensive Curriculum (LIC) is a non-credit, one- or two-semester intensive program for students with significant difficulties in reading and writing--students who are reading and writing well below college level. The LIC emphasizes the use of assistive technology such as the required Kurzweil text reader and Dragon dictation software to help students develop skills and abilities that will be required  in the credit program. Students take three developmental courses in writing, reading comprehension, and communication, plus a reading decoding class using the Wilson Reading system. Students who enter the Language Intensive Curriculum must be interested in learning and using the many technology tools that will become part of their repertoire for interacting with credit-level classes in subsequent semesters. In order to move to the partial-credit or credit curriculum, students must demonstrate reading, writing, and technology proficiency within two semesters.

Required Non-Credit Core:

Developing Study Skills & Reading Comprehension (FY0111) 

This course is designed to help students develop basic study skills and reading comprehension strategies. Students establish a multi-step system and learn to improve reading comprehension through the active reading process. Paraphrasing and summarizing skills are introduced. Students will read and interact with a variety of materials, including short stories, articles, essays, etc. This class will focus on understanding rhetorical structures, developing vocabulary, and using Read & Write Gold and Inspiration to aid in the active learning process.

Fundamentals of Writing (EN0111) 

Students in this course will learn to generate writing on a variety of topics as they are introduced to the concept of writing as a multi-stage process. They will practice writing process strategies for generating and organizing, including freewriting, brainstorming, and using Inspiration software. They will learn and apply knowledge of sentence and paragraph structure and the basic rhetorical patterns of narration, description, and illustration. They will read a selection of short fiction and non-fiction, use reading logs to develop their active reading skills, and write short responses based on these readings. Vocabulary development and technology skills will also be practiced and reinforced in this course.

Language and Communication (CO0111) 

The primary focus of this course is to create a language-rich environment in which students derive meaning from language and generate language in an academic setting. By practicing oral language and communication skills, students will learn to be more effective in expressing their own ideas and responding to the ideas of others during classroom discourse. This course is also built on the premise that developing oral language improves reading and writing skills. Narrative and descriptive language are emphasized in readings, discussions, and other forms of communication. Vocabulary development and technology skills will also be practiced.

Wilson Reading (DS0111) 

The Wilson Reading System is a carefully sequenced program that teaches word structure and language to students who need to develop basic reading and writing skills. Landmark College Wilson instructors are certified by the Wilson Reading organization. Students who have deficiencies in phonologic awareness and/or orthographic processing benefit from Wilson's explicit, systematic, and multi-sensory approach to learning to read and spell.

Questions?

Chris Arieta
Director of First-Year Programming and Placement
carieta@landmark.edu

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