The Learning Center
"For the sake of one child, I would have founded the Society." - St. Madeleine Sophie Barat
At Sacred Heart Schools, it is understood that students have diverse abilities and background knowledge and learn in a variety of ways. The Learning Center (TLC) is part of the Student Services Team (SST). The Student Services Team collaborates to determine services and interventions necessary for each child’s success. The Learning Center is comprised of Academic Strategies, Reading Lab, and Academic Advantage. These support services are included in the school’s tuition.
Academic Strategies:
Academic Strategies is a class provided to students who have received a diagnosis of a medical or learning disorder that interferes with academic achievement. Students are taught in a small group setting in place of World Language instruction. The Middle School Academic Strategies curriculum provides support in executive function, curricular areas, student accommodations and self-advocacy skills. The Lower School Academic Strategies curriculum provides support in reading remediation including comprehension and decoding/encoding strategies, writing strategies and math strategies.
Reading Lab:
Reading Lab is an individual and small group intervention service provided to students in kindergarten through fifth grade who are not currently meeting benchmark goals. The curriculum includes multi-sensory phonics instruction, comprehension and spelling strategies.
Primary School Resources
• Reading Lab Google Site
• Reading Lab Resources
Lower School and Middle School Resources
• Understood.org
• What is Executive Function Disorder?
• Chadd.org
• LD Online
• Reading Rockets
• How to Help Kids Talk about Learning Disabilities
• The Confidence Gap for Girls: 5 Tips for Parents of Tween and Teen Girls
Books
- "Promoting Executive Functioning in the Classroom" by Lynn Meltzer
- "Overcoming Dyslexia" by Sally Shaywitz
- "The Science of Spelling" by J. Richard Gentry
- "Make it Stick: The Science of Successful Learning" by P. Brown, H. Roediger and M. McDaniel
