Maclay School is committed to meeting the needs of all learners. Therefore, the Center for Learning offers the following services as part of a student’s regular tuition.· Informal assessment of students who appear to be at risk for learning difficulties to develop appropriate classroom interventions.
· Monitoring of students for whom classroom interventions have been recommended to determine if the student is making adequate progress
· Recommending formal testing and more intensive services if a student is not progressing as expected
· Review of formal psycho-educational testing to determine a student’s needs for accommodations and / or one-to-one or small group instruction in reading, mathematics, writing, or study skills
· Preparation and implementation of accommodations plans for students with documented learning differences
· Consultation with students, classroom teachers, and parents about students’ learning differences and the strategies that will help them be successful in Maclay’s rigorous curriculum
· Monitoring of third-party supplementary service providers working on campus (i.e. speech / language pathologists, occupational therapists, tutors)
· Coordination between third-party service providers, classroom teachers, and parents
Although a variety of learners can be successful at Maclay School, some learners require more intensive support that cannot be provided in the classroom. Therefore, the Center for Learning at Maclay School will provide supplementary services in reading, mathematics, writing, study skills, organizational skills, awareness of learning differences and self-advocacy strategies.
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Helping Students Realize Their Potential
The Center for Learning, located in the Langford Library, provides a skill-based program for helping students achieve their greatest potential and become independent learners. The program offers tutorial instruction and support that goes beyond the extra help available in the standard academic program and is designed for students who are intellectually capable but whose academic achievement may not reflect their ability.