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Learning Support Norwood-Fontbonne Academy’s Office of Learning Support is staffed by two full-time learning support teachers. Students with mild to moderate learning differences are identified through diagnostic educational /psychological testing. The recommendations from these reports are summarized and communicated to classroom teachers with necessary accommodations and modifications. Parents are invited to meetings with teaching teams, learning support teachers and the Assistant Principal for curriculum and instruction to discuss instructional plans for the academic year. If the curriculum is modified for a student, parent permission must be obtained and a document is included in the student’s report card stating that fact. Some students with diagnosed learning differences are entitled to special accommodations during standardized testing. Both learning support teachers have trained in the
Wilson Reading System. Professional
development about early intervention for students who lack phonemic awareness
has been provided to our teaching staff from Kindergarten to grade three.
Students who cannot associate a sound symbol relationship are identified
early. Norwood-Fontbonne Academy does not provide special education. We can support some students with learning differences in the regular educational setting. Parents support their students with intensive, independent tutorials. If a learning difference is too severe, Norwood-Fontbonne Academy recommends a special educational setting for that student. Resources employed by the Learning Support Office include the complete Wilson Reading System, Seeing Stars and Visualization and Verbalization, both components of the Lindamood Bell multisensory reading system. Some students require learning support for academic planning and organization. The learning support teachers lead small groups, assisting students in their management of multiple subjects, time and assignments.
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