Learning Support OverviewAll of the programs taught in the learning support room are research based, direct instruction programs with built-in progress monitoring. Placement in various levels of these programs is dependent upon program placement assessments given at the beginning of each school year and upon completion of a level. This instruction occurs on a daily basis. Students also have the added option of completing multi-step classroom activities, assignments/projects, and taking tests in the support environment. Whenever necessary, adult assistance can be provided in the regular education classroom for various subject areas.
Reading: We use research based programs such as Reading Mastery, Heggerty Phonemic Awareness, Spelling Mastery, and System 44/Read 180. Placement into these programs are usually done at the beginning of the school year and students can move through these programs based on their individual needs. Many of our reading programs also have a technology component to them as well as small group and at times intense one on one instruction.
Writing instruction is supported within the general education classroom. We support and modify the writing curriculum to meet the needs of our students.
Math: we do daily computation and problem solving activities. Each lesson includes direct instruction, working together in a work book and/or textbook as well as independent work time. There is no homework assigned daily, but additional help can be found onmath websites found on the SCASD website such as IXL,reflex math, and others found on students' clever page.You can also access math workplace through the MNE website.
Progress reports are distributed three times during the IEP. The Learning Support teacher will provide this progress report and it will be sent to parents via email. If you would like a paper copy to come home please let me know and I can make those arrangements. The regular (electronic) report cards will be blank in the subject area where the student receives his/her direct instruction (reading,writing, and math).
Classroom teachers have been given a copy of the students current IEP at the beginning of the school year, with the opportunity to review the IEP with the Learning Support teacher. New copies are provided anytime the IEP changes.