What is the Center for Learning Advancement (CLA)?
The CLA is a physical space within the Lower School equipped with dedicated literacy and math resource teachers that provide academic support to Lower School students. The CLA has two identifiable objectives:
How does the CLA provide integrated support in the Lower School?
- Provide an integrated approach to supporting students in literacy and mathematics during the school day in grades JK-5.
- Provide academic enrichment for students that have intellectual needs and curiosities above and beyond current curriculum.
Four math/literacy Resource Teachers, a full-time Reading Specialist and a part-time Math Coordinator provide small group support within the student's current classroom. Individual and small group tutorial help outside the student's classroom in a shared physical space, is an additional function of the CLA.Is there an additional cost for receiving support services from the CLA?
There is no additional cost to families for receiving support services from the CLA. Thanks to several anonymous donors the CLA is an inclusive support system open to all Lower School students that demonstrate the need for additional support and/or accelerated enrichment.What is the referral process for identifying students for accelerated enrichment support?
Accelerated enrichment is offered through differentiation by the students’ teachers. If a child’s current intellectual needs cannot be met by the child’s teacher within the classroom, the teacher will initiate a referral process that is managed by the Lower School Learning Support Services Coordinator. The Lower School Learning Support Services Coordinator will serve as the liaison between students and the CLA matching students to a resource teacher for accelerated enrichment.What should I do if I think my child should participate in the accelerated enrichment?
The referral process is not parent driven but parent feedback is welcome during the early fall and winter conferences. The homeroom teacher will refer your child to the Lower School Learning Support Services Coordinator if your child has demonstrated an intellectual curiosity, ability, and desire to apply themselves beyond the current curriculum and program. Please contact your child’s homeroom teacher if you have any questions about the referral process.What type of measurements will be used to determine if my child can participate in the accelerated enrichment support?
Accelerated enrichment is fluid and not dependent solely on one test. Homeroom teachers will refer students for accelerated enrichment to the Learning Support Services Coordinator based on current performance on regularly scheduled in-class assessments, CTP4 standardized test results, and/or demonstrated intellectual curiosity and desire to apply himself/herself beyond the curriculum and program.What other types of accelerated enrichment are offered in the Lower School outside of the CLA?
The Lower School Math Olympiad team is integrated during the school day through the Math Busters program for third, fourth and fifth-grade students. Students also receive teacher support to work independently in preparation for the Regional and National History Bee and the Local and State Spelling Bee competitions. The exploreCollegiate
program offers a variety of after-school academic enrichment opportunities that vary each quarter and include offerings such as Quick Recall, Computer Science (coding), Chess, Robotics and Book Club.What type of academic support is provided by the resource teachers?
Academic support in reading, reading comprehension and mathematics is provided by the CLA. The CLA’s resource teachers will also offer accelerated enrichment support for students that have the intellectual curiosity, ability, and desire to apply themselves beyond the current curriculum and program.What does the process look like for identifying students that need academic support?
What should I do if I think my child may have learning challenges that require support beyond the classroom?
- If a student is struggling academically, teachers observe and document academic areas of concern supported with evidence and implement teaching strategies to support those concerns.
- In the case that the implemented strategies are not effective, teachers may request that the Learning Support Services Coordinator conduct student observations in the classroom.
- Following the classroom observation(s), the Learning Support Services Coordinator will equip the student’s teachers with additional classroom strategies for teaching and learning through ongoing training and intervention tools and determine if CLA support will be beneficial.
- Additional classroom observations by other student support staff such as the Reading Specialist, Mathematics Coordinator, and/or the Guidance Counselor may be implored.
- If additional information or student support is recommended by the Learning Support Services Coordinator, parents will be contacted by the Learning Support Services Coordinator or a member of the student’s support services team to discuss an action plan which may include a recommendation to pursue psychoeducational testing.
- If a professional testing report has been received by the school, the Learning Services Coordinator will develop an Individual Learning Plan (ILP) aligned with the recommendations made by the outside professional, observations, and parent feedback. The ILP will include accommodations and strategies recommended for inside and outside the classroom. The ILP will be shared with the student’s support team. In addition, the Learning Support Services Coordinator will meet with the parents to discuss the student’s ILP in detail.
Your initial contact should be with your child’s homeroom teacher. If further action is needed your child’s homeroom teacher may refer you to the Lower School Support Services Coordinator.How are students’ progress monitored when receiving academic support?
The annual Individual Learning Plan (ILP) is developed by the Learning Support Services Coordinator, the child’s teachers, and the child’s parents. Academic goals are created from the ILP and parents receive written narratives of progress in goal areas at the end of each quarter. In addition, students with a psychoeducational assessment are re-evaluated professionally every three years to review progress and determine needs.