Role of the Learning Specialist in the Private

SchoolsThe International Dyslexia Association

56th Annual ConferenceNovember 9-12, 2005

Denver, Colorado

Role of Learning Specialists in Private Schools

This Session Presents Models Of Academic Support For K-12 College-prep Schools; The Role Of The Learning Specialist In Each Model; And Effective Services And Appropriate Accommodations

Who We AreBJ Warner

• Reading Specialist, Special Educator, Administrator 29 Years

• Public And Private School Teacher (LD, ED)

• Educational Evaluator• Director Hospital-based

Learning Center• Director, OG-based Language

And Outreach Programs

bjwarner@tridentacademy.comPhone (843) 884-7046

Trish Ellis• Learning Specialist And Special

Educator For 13 Years• Private School Sector For 8

Years• Chair Of Learning Specialist

Network Through Association Of Independent Maryland Schools For 6 Years (60+ Learning Specialists)

• Instructor, Johns Hopkins University

tellis@boyslatinmd.comPhone (410) 377-5192

Why We’re Here

• The Growing Need For Learning Specialists In Private Schools

• To Help Schools Identify The Role Of The Learning Specialists

• To Help Schools Determine Appropriate Academic Services

What We Plan to Give You During This Session

• Models For Each Division – Lower, Middle, Upper

• Roles Of Learning Specialists Within Each Model

• Strategies For Structuring And Implementing Services

• Appropriate Range Of Accommodations For College Preparatory School

• Systems And Resources For Organizing Records• Supplemental Materials

Model

Boys’ Latin Model

Headmaster

Lower School Middle School Upper School

Student Support Services

Educational Support Services

Counseling

College Placement

Developmental Steps1. Develop A Mission For Support

Services (Based On Overall Mission Of School).

2. Create Appropriate Model To Match Mission And Student Population.

3. Determine Appropriate Services.

4. Identify Personnel.

5. Maintain And Evaluate.

1. Develop A Mission For Support Services (Based On Mission Of School).

Developmental Steps

Educational Support Services (ESS) Mission

The Mission Of ESS Is To Provide Academic Support Services To Assist Students In Reaching Their Academic Potential And In Becoming Independent Learners.

1. Develop A Mission For Support Services (Based On Mission Of School).

2. Create Appropriate Model To Match Mission And Student Population.

Developmental Steps

Questions to Ask . . .

• Based On Our Mission And Our Current Population Of Students, What Level Of Learning Disabilities Or Learning Differences Will We Serve?

Questions to Ask . . .

• What Modifications And Accommodations Are Appropriate?

• Will We Modify Curriculum?• To What Extent Will We

Accommodate?• Do We Serve Students In Class, Out

Of Class Or Both?• In What Additional Ways Can We

Serve Students?

Boys Latin Model• Average Ability• Mild Learning Disabilities• Learning Specialist Available To Any

One Student One Time Per Day• Do Not Modify Curriculum• Accommodations In Line With

College Board

1. Develop A Mission For Support Services (Based On Mission Of School).

2. Create Appropriate Model To Match Mission And Student Population.

Developmental Steps

3. Determine Appropriate Services.

Overall Educational Support Services

• Case Management–Maintain Student Profile Database–Review Documentation And Disseminate Information To Teachers

–Coordinate Accommodations –Meet With Students And Parents

Educational Support Services (ESS)

• Admissions Committee– Review Files.– Make Recommendations For

Admission; Identify Accommodations.

– Monitor Student/Staffing Ratios ~ Up To 15% Students With Diagnosed Disabilities Who Require Support Services.

Overall ESS Cont.

• Faculty Support– Professional

Development

– Consultation Regarding Students

– In-class Support

• Screenings– Academic

– Speech/Language

• Curriculum Development

1. Develop A Mission For Support Services (Based On Overall Mission Of School).

3. Determine Appropriate Services.

2. Create Appropriate Model To Match Mission And Student Population.

Developmental Steps

4. Identify Personnel.

Titles and Qualifications

•Learning Specialist

 

•Reading Specialist

Learning Specialist

• Masters Or Higher Level Of Education.

• Extensive Experience Teaching Broad Range Of Students.

• Manages And Coordinates Educational Needs For A Full Caseload Of Students.

Reading Specialist

• Masters Level Or Higher Degree In Reading.

• Certified By The State To Assess Reading Disorders.

• Remediate, Enrich, And Prescribe Additional Reading Supports For Children.

Models Within Divisions

Lower School

Middle School

Upper School

Team Approach

• Rights And Responsibilities

• Strategic Team Meetings

Student

Pare

nts Faculty

Lower SchoolESS

Lower SchoolModels

• Classes

• Small Group Instruction In Reading And Writing

• Individual Support Based On Documented Need

• In-Class• Team-taught• Remediation• Enrichment

Lower School Models

Lower School Support Classes

• Writer’s Workshop

• Study Skills

• Small Group Reading

• Math Enrichment

• Handwriting Instruction

Middle SchoolESS

Middle SchoolModels

• Classes:

• 6th Grade Small Group Reading Class

• 7th & 8th Grade Lab: Reading, Writing, Study Skills

• Introduction to Spanish (OG-based)

• Jump Start

Middle SchoolModels

• In-Class:– Team-taught Structure

Middle School ESS

Open LabGrades 7 & 8

• 4 Days A Week During Study Hall• 1:5 Student To Teacher Ratio To

Assist• May Be Referred By Teacher, Parent,

Or Student Request

Middle School ESS

Other Support• Classroom And Testing Accommodations

Given If Documented• Preferential Seating• Extended Time For Testing• Note Buddy Or Notes Given• Extra Set Of Books For Home• Computer Use• Taped Lectures

Upper SchoolESS

Upper School ModelsClasses: Test Prep

Summer Reading

Jump Start

Walk-Ins: Weekly

By appointment

In-Class: Note taking

Planning

Study Strategies

Modified SI Model: Student Study Sessions For Most

Difficult Classes

Upper School ESS

Academic• Strategies Vs. Content• In Class Strategies Lessons (Note

Taking, Active Reading And Active Studying, Approaches To Texts)

• Study Guides – Instruct And Model• Open Lab• Meet Up To One Period Per Day -

Not Always 1-1

Upper School ESS

• Other Support• 9th Grade Nelson-Denny Testing And

Follow-up• CB/SSD And ACT Accommodations

Eligibility Services

Upper School Accommodations

Classroom• Preferential Seating• Access To Computer• Note Buddy• Class Notetaker• Notes Checked By

Teacher• Calculator• Taped Lectures

Testing• Access To

Computer• Extended Time• Separate Room• Calculator

Upper SchoolESS

Accommodations Policy

1. Develop A Mission For Support Services (Based On Overall Mission Of School).

3. Determine Appropriate Services.

2. Create Appropriate Model To Match Mission And Student Population.

4. Identify Personnel.

Developmental Steps

5. Maintain And Evaluate.

Maintain and Evaluate

• Policies For Consistency And Professionalism

• Systems For Record-keeping

• Forms For Ease And Convenience

What’s in a Name?

Do’s:+ In-class+ Walk-in+ Coach+ Lab+ SI Instructor

Don’ts:- Inclusion- Pull-out- Therapist/Tutor- Resource- Tutor

Alvermann, D. & Phelps, S. (1998). Content reading and literacy. Boston, MA: Allyn & Bacon.

Armstrong, T. (1999). ADD/ADHD alternatives in the classroom. Alexandria, VA: ASCD.

Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: ASCD.

Barton, M.L. & Heidema, C. (2002). Teaching reading in mathematics. Aurora, CO: McREL.

Barton, M.L. & Jordan, D.L. (2001). Teaching reading in science. Aurora, CO: McREL.

BIBLIOGRAPHY

Billmeyer, R. & Barton, M.L. (1998). Teaching reading in the content areas. Aurora, CO: McREL.

 College Board Services for Students with Disabilities. (2005). [On-line]. Available:

http://www.collegeboard.com/ssd/prof/index.html.

Doty, J.K., Cameron, G.N., & Barton, M.L. (2003). Teaching reading in social studies. Aurora, CO: McREL.

Gipe, J. (2002). Multiple paths to literacy: Classroom techniques for struggling readers, K- 12. Upper Saddle River, NJ: Prentice Hall.

BIBLIOGRAPHY

Graves, M., Joel, C. & Graves, B. (2001). Teaching reading in the 21st century. (2nd edition). Boston, MA: Allyn & Bacon.

Leslie, L. & Cladwell, J. (2001). Qualitative reading inventory-3. New York: Longman.

 Roe, B., Stoodt-Hill, B., & Burns, P. (2004) Secondary school content literacy instruction: The content areas. Boston: Houghton Mifflin Company.

Standards for reading professionals. (2001). Newark, DE: International Reading Association.

BIBLIOGRAPHY

Tierney, R. & Readence, J. (2000). Reading strategies and practices in reading – A compendium. (5th edition). Boston, MA: Allyn & Bacon.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd edition). Alexandria, VA: ASCD.

BIBLIOGRAPHY