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Role of the Learning Specialist in the Private Schools

Role of the Learning Specialist in the Private Schools. The International Dyslexia Association 56th Annual Conference November 9-12, 2005 Denver, Colorado. Role of Learning Specialists in Private Schools.

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Role of the Learning Specialist in the Private Schools

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  1. Role of the Learning Specialist in the Private Schools The International Dyslexia Association 56th Annual Conference November 9-12, 2005 Denver, Colorado

  2. 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

  3. BJ 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.com Phone (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.com Phone (410) 377-5192 Who We Are

  4. 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

  5. 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

  6. Model

  7. Boys’ Latin Model Headmaster Lower School Middle School Upper School Student Support Services Educational Support Services Counseling College Placement

  8. Developmental Steps • Develop A Mission For Support Services (Based On Overall Mission Of School). • Create Appropriate Model To Match Mission And Student Population. • Determine Appropriate Services. • Identify Personnel. • Maintain And Evaluate.

  9. Developmental Steps • Develop A Mission For Support Services (Based On Mission Of School).

  10. 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.

  11. Developmental Steps • Develop A Mission For Support Services (Based On Mission Of School). 2.Create Appropriate Model To Match Mission And Student Population.

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

  13. 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?

  14. 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

  15. Developmental Steps • Develop A Mission For Support Services (Based On Mission Of School). 2.Create Appropriate Model To Match Mission And Student Population. • Determine Appropriate Services.

  16. Case Management Maintain Student Profile Database Review Documentation And Disseminate Information To Teachers Coordinate Accommodations Meet With Students And Parents Overall Educational Support Services

  17. 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.

  18. Faculty Support Professional Development Consultation Regarding Students In-class Support Screenings Academic Speech/Language Curriculum Development Overall ESS Cont.

  19. Developmental Steps 1. Develop A Mission For Support Services (Based On Overall Mission Of School). 2.Create Appropriate Model To Match Mission And Student Population. • Determine Appropriate Services. • Identify Personnel.

  20. Titles and Qualifications • Learning Specialist • Reading Specialist

  21. 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.

  22. 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.

  23. Models Within Divisions Lower School Middle School Upper School

  24. Team Approach Student • Rights And Responsibilities • Strategic Team Meetings Parents Faculty

  25. Lower SchoolESS

  26. Lower SchoolModels • Classes • Small Group Instruction In Reading And Writing • Individual Support Based On Documented Need

  27. Lower School Models • In-Class • Team-taught • Remediation • Enrichment

  28. Lower School Support Classes • Writer’s Workshop • Study Skills • Small Group Reading • Math Enrichment • Handwriting Instruction

  29. Middle SchoolESS

  30. Middle SchoolModels • Classes: • 6th Grade Small Group Reading Class • 7th & 8th Grade Lab: Reading, Writing, Study Skills • Introduction to Spanish (OG-based) • Jump Start

  31. Middle SchoolModels • In-Class: • Team-taught Structure

  32. Middle School ESS Open Lab Grades 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

  33. 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

  34. Upper SchoolESS

  35. Classes: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 Models

  36. 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

  37. Upper School ESS • Other Support • 9th Grade Nelson-Denny Testing And Follow-up • CB/SSD And ACT Accommodations Eligibility Services

  38. 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 School Accommodations

  39. Upper SchoolESS Accommodations Policy

  40. Developmental Steps 1.Develop A Mission For Support Services (Based On Overall Mission Of School). 2. Create Appropriate Model To Match Mission And Student Population. • Determine Appropriate Services. • Identify Personnel. • Maintain And Evaluate.

  41. Maintain and Evaluate • Policies For Consistency And Professionalism • Systems For Record-keeping • Forms For Ease And Convenience

  42. Do’s: + In-class + Walk-in + Coach + Lab + SI Instructor Don’ts: - Inclusion - Pull-out - Therapist/Tutor - Resource - Tutor What’s in a Name?

  43. BIBLIOGRAPHY 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.

  44. 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.

  45. 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.

  46. 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.

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