• Students diagnosed with dyslexia receive intervention at school 4 days per week by a certified dyslexia specialist • Learning support specialists co-teach and plan lessons with the general studies teachers • The Student Support Team referral process is known and utilized in every grade level throughout the school • The learning support specialists work with the “whole” child, not just learning differences • Learning support specialists partner with outside-related services, psychologists, and psychiatrists • Students have accommodation plans if needed and all teachers provide the accommodations necessary • Learning support specialists have weekly meetings to discuss students’ needs • There are learning support specialists in both the lower and middle school to be able to work with all students • The Dean of Learning Support attends quarterly meetings with the Center of Jewish Education to partner with the other learning support directors in all the Jewish days schools in Dallas • The learning support team received a grant from the Jewish Federation for allocations to increase our learning support specialist team • The learning support specialists use the data from the standardized MAP testing to specifically work on targeted areas that are areas of growth; they also help the general studies teachers understand and apply the data from the testing • The learning support specialists are able to provide services to students and keep most of them enrolled at our Jewish day school without needing a specialized school (Shelton or Fairhill) Ongoing Challenges • The learning support staff needs to provide professional development to the general studies teachers so they can further understand how to work and adapt to particular students when the learning support specialists are not in the classroom • Some students need continued support from learning support specialists throughout the day, and we do not have enough time or staff to be with every student for extended times during the day • The learning support specialists want to provide the necessary curriculum to all students who may be learning below their grade level; however, sometimes these students will leave our school and attend Shelton to receive services the entire day • The teachers need more training in working with students who exhibit behavioral challenges due to diagnoses of ADHD, Anxiety, or Oppositional Defiant Disorder
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