Teachers differentiate instruction to provide students with varying levels of academic support and challenge. For instance, teachers may create individualized book boxes, word study, and leveled reading groups. In addition to the work that teachers do in the classroom, a learning resource team is integral to the effort to differentiate instruction. Members of the learning resource team consult with the classroom teachers and recommend strategies that include classroom accommodations. They help teachers identify and support the individual needs and learning styles of our students and to implement the best teaching practices. Learning specialists may push into the classroom setting to provide support. For example, they may work with a group of kindergarten students who need targeted phonics instruction or a group of fifth graders on writing organization. The program serves students who would benefit from direct, ongoing support in language arts based on their individual learning profiles. Areas of support include reading, writing skills and executive function.
What academic areas are supported in Language Arts Resource?
Areas of support include early reading, reading comprehension, written language skills, and fourth and fifth grade social studies and research skills.
How are students identified to be in the resource program?
The learning resource team, administrators, and classroom teachers collaborate to make decisions regarding which students may benefit from this program. Students are admitted to resource through needs identified in outside testing or through an informal Language Arts Screening completed by the resource department at school. Students who are in the learning resource program receive appropriate accommodations to meet their individual needs. The learning resource team, administrators, and classroom teachers work closely with families in regard to referral, admission, and continuation or release from the resource program.
Are students seen individually or in groups?
Most students are seen in small groups of up to three students with similar needs. (Although students generally benefit from working with peers, there may be some cases in which it is in a student’s best interest to receive individual support.)