• Written Individual Learning Plans with diagnostic testing dates and recommended accommodations will be written by the Learning Specialist and shared with the students’ support team as needed.
• Review and supervision of classroom accommodations.

Grades K-4

• Literacy and Math Tutoring: Individual sessions for students who need content area support in Literacy and/or Math. Students are either referred for tutoring or parents have requested tutoring services.
  • • Will meet a minimum of two days a week. Can be during the school day, during study hall, or after school.
    • Conducted through the Learning Center, with tutors hired by the School.
    • Reading and math support are aligned to regular classroom instruction to ensure transference of skills.
    • The Orton-Gillingham approach will be used for students needing intensive intervention in decoding and spelling. Individualized reading instruction will be comprised of systematic, multisensory reading strategies targeting phonics, fluency, and comprehension skills.

Grades 5-8

• Literacy and Math Tutoring: Individual sessions for students who need content area support in Literacy and/or Math. Students are either referred and assessed to determine their level of instructional need, or parents have requested tutoring services.
  • • Will meet a minimum of 2 days a week. In some instances, tutoring can be during the school day, but generally meets during study hall, or after school.
    • Conducted through the Learning Center, with tutors hired by the School.
    • Instruction is personalized to each student’s individual learning needs.
    • Reading and math support are aligned to regular classroom instruction to ensure transference of skills.
• Executive Function Skills: Executive function is a set of mental skills that include working memory, flexible thinking, and self-control. Crucial executive function skills include planning ahead, keeping track of materials and tasks, managing time, effectively processing information, maintaining focus, organizing thoughts, screening for errors, and managing frustration. These skills help us plan, set goals, and get things done. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.
  • • Will meet once or preferably twice per week during Middle School study halls or after school to help students with planning, time management, organization, task initiation, goal-setting, and problem-solving for all school assignments.
    • Conducted through the Learning Center, with tutors hired by the School.
    • Instruction is personalized to each student’s individual learning needs.
• Grammar and Writing Boot Camp: This is a comprehensive exploration of essential language skills and writing techniques. Participants delve into fundamental grammar and writing topics.
  • • Parts of speech
    • Subject-verb agreement
    • Punctuation
    • Types of sentences: simple, compound, complex
    • Writing a rough draft
    • Editing and revising
    • Using a rubric

Grades 9-12

• Content-Based Tutoring:
  • Can be during the school day, during study hall, or after school.
  • Conducted through the Learning Center, with tutors hired by the School.
  • Parent/student determines how many times per week a student needs to be tutored.
  • Instruction is personalized to each student’s individual learning needs.

• Accommodations are tools and procedures that remove barriers and provide equal access to instruction and assessments to students with learning differences. Accommodations may be provided for students with comprehensive psychoeducational evaluations completed by credentialed practitioners within three years.
• Considerations without a comprehensive psychoeducational evaluation: Students may receive short-term accommodations for medical reasons. Parents of students with social/emotional/developmental diagnoses that may impact learning and performance in the classroom should reach out to the Learning Center Coordinator or Learning Specialist.
• Accommodations are determined based on a student’s Psychoeducational Evaluation findings. The Upper School Accommodation Committee determines and approves what accommodations are appropriate for each student (based on diagnoses) to achieve educational equity. Students, parents, and teachers are all notified of the approved accommodations.
• The Learning Specialist is responsible for the review and supervision of the approved accommodations.