Learning Center
Coordinator: Monica Thompson
Hours: 7:15AM-2:45PM
Phone: (651) 748-2220
Email: mthompson@hill-murray.org
Mission Statement: To empower all learners with knowledge, skills, and an attitude for success.
 Services:
• Action Plans
• Informal Assessments
- Learning and Study Strategies Inventory (LASSI)
- Learning Styles
- Various Oral and Silent Reading Tests
- Gray Silent Reading Test (GSRT)
- Slosson Oral Reading Test (SORT)
- Test of Reading Comprehension (TORC-3)
- Test of Written Language (TOWL-3)
- Informal Reading (DST-R) or Math (DST-M) Diagnostic Screening Tests
• Independent Study
- College Study Skills
- Concentration
- Creating Study Tools
- English Grammar
- Learning Styles
- Listening
- Memory
- Note-taking
- Reading Improvement
- Test Taking
- Textbook Study
- Time Management
- Vocabulary
• In-house library with support books and materials
• Mentoring
• Microsoft Office & Internet support using LC computers
• Note Taking
• Reading Skills
• Reading Lab – Grades 7, 8, 9
• Self-Contained Study Hall
• Study Skills
- 1st two weeks of a semester
• Test Preparation & Test Taking Skills
• Testing Accommodations
Learning Center Study Hall:
The Learning Coordinator supervises a small, self-contained study hall limited to six students per period. This option is open to all students and requires that students are prepared daily with assignments, homework, or silent reading. Students are placed in the Learning Center by their counselor. A parent should request this opportunity in conjunction with peer tutoring.
During the first two weeks of the semester, new students complete a reading and study skills workshop. Independent study options are also available if a student chooses to explore a topic.
Special Needs:
In addition to providing support to students while in the Learning Center study hall, the Learning Coordinator arranges note-taking services and test accommodations for qualified students. With a current educational evaluation, a variety of testing accommodations are available depending on the recommendations made by the psychologist. ACCESS:
___ Colored Overlay (Visual acuity, dyslexia, & other reading challenges are minimized with this enhancement.)
___ Computer - Word Processing
___ Enlarged Print
___Taped Test / Test Talker (Listening portion of test; computer based test)
TIME:
___ Extended Time (Identical test with extended time. Limits not to exceed time & a half.)
___ Flexible Scheduling (Test is taken in two separate sessions.)
OTHER:
___ ESL
ADMINISTRATION:
___ Alternate Format (Test layout and spacing are altered.)
___ Oral Re-Test (After school, the teacher provides opportunity for oral response. The teacher may emphasize multiple parts of essay questions; the teacher may rephrase test questions.)
___ Reader (Proctor reads test questions.)
___ Scribe (Proctor types or hand writes the student response.)
LOCATION:
___ Alternate Setting (Testing outside of the classroom in an effort to minimize anxiety.)
The Learning Coordinator works with guidance & counseling and serves as a resource for parents & students with academic concerns. Needs of students with current documentation such as an IEP (Individual Education Programs) or private assessments/evaluations are shared with teachers in a H-M Action Plan.
Students experiencing long term academic difficulties are referred for private assessment. Most parents begin the process through their pediatrician who provides a referral. Contact the Learning Coordinator for a list of psychologists that have been used by students and their parents for various educational & psychological supports.
Evaluations should take place prior to high school and again prior to college. Current Documentation
Once a student has been evaluated by a private psychologist, parents are provided with an assessment or evaluation. That documentation should include the following:
• Clearly state the diagnosed disability or disabilities
• Describe the functional limitations resulting from the disability or disabilities
• Be current - i.e., completed within the last five (5) years for LD, last six (6) months for psychiatric disabilities, or last three (3) years for ADHD and all other disabilities (Note: This does not apply to physical or sensory disabilities of a permanent or unchanging nature.)
• Include complete educational, developmental, and medical history relevant to the disability for which testing accommodations are being requested.
• Include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability. (Note: This does not apply to physical or sensory disabilities of a permanent or unchanging nature.)
• Describe the specific accommodations requested
• Adequately support each of the requested testing accommodation(s)
• Be typed or printed on official letterhead and be signed by an evaluator qualified to make the diagnosis include information about license or certification and area of specialization.)
Special Test Links
ACT Test Accommodations
for Students with Disabilities
ACT Policy for
Documentation to Support Requests for Test Accommodations on the ACT
(No Writing) or ACT Plus Writing
http://www.act.org/aap/disab/policy.html
PSAT/NMSQT Services for Students with Disabilities
http://www.ets.org/portal/site/ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/?vgnextoid=feb7be3a864f4010VgnVCM10000022f95190RCRD Special Education Services NoticeIn cooperation with the ISD622, H-M wants to assure parents that any students with disabilities attending elementary or secondary private schools in Maplewood may be eligible for special education services through the ISD622 Public Schools.
Any time throughout the school year, if a parent believes a child may be eligible for special education services, the parent should contact their counselor for more information.
Additional information, about ISD622 special education services, is available at 651-748-7552 or 7461 or by clicking hereResources:
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