When it comes to the identification of Nonverbal Learning Differences and the diagnosis of Asperger's Syndrome, there exists a significant gender gap. Many more boys than girls are being referred and identified. While various hypotheses are offered by researchers and educators to explain this gender gap, the fact remains that female students with NLD and AS are under-diagnosed, and sometimes worse, even misdiagnosed. How NLD and AS manifest in girls continues to be more elusive than in boys. It is vital, therefore, to work toward a better understanding of the symptomology of NLD and AS in girls with the goal being to develop gender appropriate strategies and interventions. Franklin Academy is deeply committed to this issue.
From the very beginning of the planning process to create Franklin Academy, the founding administrative team envisioned a co-educational, college preparatory school that would one day achieve a 50/50 parity in the enrollment of boys and girls. However, we believed that girls with Nonverbal Learning Differences and Asperger's would have a different set of needs than boys, and we anticipated that girls would benefit from many of the same advantages enjoyed by neurotypical teenage girls enrolled in single sex schools across the country. While co-educational, Franklin Academy separates girls and boys in four core academic classes, including the social pragmatic/life skills class. This allows us to focus on specific teaching strategies and interventions appropriate for each gender, developed in collaboration with experienced learning specialists. Students enjoy ample time in electives, life sports, clubs, and activities to give every student a true feel for co-education.
 |
 |
| Melyssa & Sam |
Sisters, forever |
Working within the philosophical framework of a team-based approach to educating students, Franklin Academy created a team just for girls in 9th, 10th, and 11th grades, also including
12th grade girls who were not yet ready for the complete co-educational program in Level 3.
Designated as Team "A," this group of girls is led by a counselor, a learning specialist, and a residential dean who use a collaborative leadership model. This team is rounded out with a mathematics teacher, a science teacher, and two humanities teachers. Together they design and implement a comprehensive program for girls. These professional educators teach the classes, intervene in daily life, and supervise in the dormitory at night which ensures that the girls have access to a small group of adults who know and understand them individually in all areas of their life at Franklin Academy. This approach also allows for connections to be made between disciplines and affords the opportunity to foster girls' growth and development - academically, socially, and emotionally.
 |
 |
Team Leadership -- Learning Specialist, Counselor,
and Residential Dean |
A quiet, reflective moment on campus |
The required life and social skills class, "Individual and Community," is team-taught by the learning specialist, counselor and residential dean. This class focuses on topics that are important for girls, including stress management, academic organization, emotional regulation, body awareness, social pragmatics, friendships, relationships, conflict resolution, problem solving, self-awareness, media awareness, internet safety, and sexuality.
The counselor for this team has a particular awareness of the clinical needs of girls. She provides services through the Individual and Community class, other small groups, and individual counseling - all of which are designed for the growth and development of girls. Because she is a member of this team, she has a significant amount of time - many more hours than a typical counselor - to observe each girl in a variety of situations. In addition, as part of the team leadership, the counselor trains and supervises the entire team regarding the clinical issues and best interventions for our girls.
 |
 |
| Artistic expression |
Serious academics |
Because all of our faculty members are both academic and residential instructors, Franklin Academy's residential program integrates with the academic program throughout the curriculum to promote the development of life skills. These skills, which include organization, self-care, self-advocacy, conflict resolution, collaboration, goal setting, community participation, and leadership, are taught directly during Individual and Community class, team time, and residential lessons. Continued instruction and reinforcement occurs throughout the day and evening as we live, work, and learn together.
In addition, our school is based on the foundation of a safe community. We believe that a healthy community is the bedrock of our school, allowing students to find both the safety of support and individual acceptance, as well as the challenge and reward of higher-level relationships. Safety, acceptance, challenge, and reward are important for all teenagers, but they are critical for our girls to develop their identities and to become strong, healthy, productive adults who enjoy life and relationships with others.
Our Code of Conduct provides the philosophical foundation for our community and a guideline for our work together. We use the Code as the basis to discuss issues that include respect and care - both for ourselves and for others. Discussions and explorations of these concepts are of particular importance to teenage girls in order to develop healthy self-esteem and self-efficacy. Through this work, we work to develop in our girls the ability to make choices that help them to be strong, safe and healthy.
 |
 |
| There is always time for laughter |
Jess and Rebecca at the Senior Banquet |
At times, Franklin Academy's pursuit of the right answers for our female students leads to the development of groundbreaking research projects. One such project is our current collaboration with the Rush Neurobehavioral Center (www.rnbc.org). The Franklin Academy/Rush project focuses on the social/emotional learning of our female students. The purpose of this study is to increase our understanding of the social/emotional skill deficits typically displayed by our girls and to determine how to help them improve their social interactions.
The capstone experience in Franklin Academy's curriculum is the Level 3 program that is designed to simulate the academic and residential areas of college life as closely as possible. Senior year girls have the opportunity to join a combined co-educational team made up of boys and girls who have excelled both academically and socially. While we have designed the
Level 3 program to provide solid preparation for freshman year at college, we believe that our "Just for Girls" initiative is a vital prerequisite to give our female students the academic and social skills necessary to be successful young adults.
This past June we graduated a senior class consisting of ten young women and fourteen young men. We are eager to hear about their achievements and their success as they embrace many new and exciting opportunities. We continue to strive toward serving equal numbers of girls and boys in our innovative program.
 |
 |
| Women of Franklin |
I am ready for college! |
|
|
|
