Red Hill Lutheran Church & School

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Red Hill Lutheran Church & School ~ Engaging Hearts and Minds for Christ ~ Weekly Tours Monday-Thursday
Resource Program » Overview

Overview

GENERAL INFORMATION
 
What is a Learning Disability?
 
A learning disability affects the way children of average to above average intelligence receive, process, or express information and lasts throughout life. It impacts the ability to learn the basic skills of reading, writing, or math.
 
What a Learning Disability is NOT:
• Attention disorders, such as Attention Deficit/Hyperactivity Disorder (AD/HD). Learning disabilities often occur at the same time, but they’re not the same.
 
• Learning disabilities are not the same as mental retardation, autism, hearing or visual
impairment, physical disabilities, emotional disorders, or the normal process of learning a second language.
 
• Learning disabilities aren’t caused by lack of educational opportunities, such as frequent changes of schools, poor school attendance, or lack of instruction in basic skills.
 
Warnings – Areas of Concern:
 
Preschool
• Speaks later than most kids
• Is unable to find the right word when carrying on a conversation
• Can’t rapidly name words in a specific category
• Has difficulty rhyming
• Has trouble learning the alphabet, days of the week, colors, shapes, numbers
• Is extremely restless and easily distracted
• Can’t follow directions or routines
 
Grades K-4
• Is slow to learn the connections between letters and sounds
• Can’t blend sounds to make words
• Makes consistent reading and spelling errors
• Has problems remembering sequences and telling time
• Is slow to learn new skills
• Has difficulty planning
 
Grades 5-8
• Is slow to learn prefixes, suffixes, root words, and other reading strategies
• Avoids reading aloud
• Has difficulty with word problems in math
• Spells the same word differently in a single piece of writing
• Avoids reading and writing tasks
• Has difficulty remembering or understanding what was read
• Works slowly
• Has difficulty understanding and/or generalizing concepts
• Misreads directions and information
 
 
 
 
 
 
Recommendations
Recommendations for speech, language or social services will be written here at RHLS.
Recommendations may include a request for additional testing from your local school district or specialist.
 
Important: If you child has already been assessed by a speech language pathologist (SLP) or school district, please provide me with a copy of the assessment. I will do an initial assessment but will work off the goals that the SLP created.
 
• The more information on your child’s background and testing you can provide will help us provide the best services for your child.
 
 
Resource program is designed to assist students by:
 
• Providing specialized and individualized assistance for students who have special learning needs.
 
• Providing resources for teachers on effective teaching strategies for students who learn in unique ways.
 
• Providing assistance and encouragement to parents as they help their children learn at home.
 
 
The School Board, faculty and parents recognize that in today’s diverse world, many students have unique learning needs. The resource program is conducted as follows:
 
• Teacher and parent fill out the necessary paperwork for the SST (student support team) referral meeting.
 
• Resource teacher observes student.
 
• Student’s needs are assessed.
 
• Following assessments, test results and recommendations will be shared with parents and teacher.
 
• Depending upon needs, the student will be placed on an ILP (Individualized Learning Plan) or a 504 Plan.
 
• Elementary students – receive individualized, small group instruction on a regular basis. Classroom performance is closely monitored.
 
• Middle school students – placed in the Study Skills elective for small group instruction and individualized help. Grades and assignments are monitored on a weekly basis.
 
• All pull out and inclusion sessions take place on campus during regular school hours.
 
• The resource teacher and the home room teacher work together to report progress to the parent.
 
• Input and communication between parents, teachers, and students are strongly encouraged.
 
 
Our main goals are to 1) maximize student potential and 2) make students more efficient.
 
 
The resource program also includes:
*Intervention – to intervene before students develop the ”falling through the cracks syndrome”
 
*Modifications/Accommodations - provided to those students who may need additional support but do not qualify because of test scores or grades.
 
*Academic support.
 
*”Double dose” in Fundations (phonics and spelling program K-3).
 
* Problem solving skills.
 
*Organizational tools and skills through our middle school elective.
 
*Collaboration with teachers and parents to provide tools and support.
 
*Speech and language therapy.
 
*Social skills classes.
 
*Services provided for grades K-8.