OVERVIEW OF SERVICES: THE FIRST PROGRAM
The First Program (grades K-3) special learning services include reading and math support. Students receiving these services are selected as a result of informal, teacher/specialist administered assessments in the fall of the year as well as information from the previous year’s teachers. These students, as well as others referred at a later date, may also be seen by the First Program psychologist individually or in one of several small groups.
READING SUPPORT
A staff of qualified reading specialists works with First Program teachers to support early readers who need help in order to become independent readers and achieve competence in the acquisition of literacy skills. Targeted children meet individually or in small groupings for reading and/or writing instruction on a regular basis. This instruction is meant to be both supplemental to and reinforcing of the classroom curriculum. Coordination between the learning specialist and the House Advisor is facilitated through weekly meetings.
Goals and Instruction
An eclectic, individualized approach to the reading process is taken as each child’s particular learning style is analyzed and taken into account when the programs are designed. Direct teaching in word analysis is combined with the reading of attractive, interesting books and the children are taught to develop strategies using both phonemic awareness and syntactic cues. The program’s aim is to maximize each child’s potential and to help him/her develop compensatory skills. Academic expectations are high and enhancing self-esteem is a critical part of the program. The groups remain flexible throughout the year and are taught both in the classroom and in designated preceptorial rooms, depending on the need. The goal is to return students to the mainstream classroom for instruction when they are ready. In turn, other students who were not deemed in need of reading support in the fall may be added as the year unfolds.
Assessment
Informal teacher assessment is, of course, on-going and takes place during each lesson. In grades 1, 2 and 3, more formal assessment takes place twice a year by the House Advisor with the aid of the learning specialists. When indicated, a more lengthy informal educational assessment is conducted by either a learning specialist or the Director of Learning Support Services. Finally, a standardized reading and math test is administered in grade 2. Results from these tools are shared with and carefully monitored by the House Advisor, the learning specialist working within the classroom, the Divisional Director, the Director of Learning Support Services, and, of course, the parent. Accommodations in programming are made as indicated.
MATH SUPPORT
The First Program provides supplemental support for students in math as needed. Two math specialists and the learning specialists coordinate with the House Advisors and together plan tailored programs to either remediate or enrich the curriculum. In addition, small groups for either remediation or enrichment meet regularly in grades 1 through 3.
Transition to the Middle School
The Director of Learning Support Services is responsible for coordinating the special needs programs between the two divisions when the individual programs should be continued. Students who have been receiving support services will have their tailored programs conveyed to the House Advisors and preceptors in the Middle School.
This document sets forth the learning support services offered at Dalton. In addition, included are statements regarding the school-wide policies for external evaluations, private tutoring and school accommodations for documented learning differences. Although we do not promote private tutors, we do recognize that there are situations in which tutoring is recommended. Specific guidelines for tutoring are found in both the student and faculty handbooks. Students are responsible for reading and following them.
