Learning Support

We believe that early intervention is an effective tool in supporting our youngest learners. In Early Learning, Learning Support focuses on literacy skills. A student’s entry into Learning Support begins with an initial classroom teacher referral and follow-up screening. From the outset, we focus on building a team around the student. Our youngest students gain extra practice with phonemic concepts and letter sound recognition in small groups. We use the Orton-Gillingham approach to phonics and spelling, which mirrors the approach used daily in the classrooms. This instruction is given in addition to the work that is done in the classroom and offers the extra exposure that some children need to find success with reading and spelling. 

As students move through the grades of Early Learning and the academic expectations increase, Orton-Gillingham instruction continues. Further support with reading comprehension and writing may also be provided, depending on the individual needs of each student. This support is flexible and may be delivered in the classroom or in small groups.

To gain a deeper understanding of a student's learning profile, we may provide recommendations for tutors, speech-language therapists, and/or occupational therapists. We may also recommend a comprehensive psycho-educational evaluation in order to gain a fuller understanding of a student’s learning profile. Following this evaluation, we create a Learning Plan with accommodations and recommendations so that each student can maximize their potential for success at Galloway. While The Galloway School does not modify our academic curriculum, we can provide school-based accommodations and strategies, such as alternative seating or extra time. Throughout our students’ journey in Early Learning, we are there to support children and their families every step of the way.

Early adolescence is a unique time, and we honor and respect every student for who they are and for who they are becoming. Middle Learning is a safe space where students grow socially, emotionally, and academically. In partnership with teachers, the Learning Support Team aims to advance a student’s self-awareness, self-advocacy, confidence, and independence through the acquisition and application of academic and executive functioning strategies. We endeavor to help students grow in their ownership of their learning.

Support is provided in the classroom and/or individual meetings in written expression, reading comprehension, math, and executive functioning. For students with a current psychoeducational evaluation, we develop a Learning Plan based on the report. This plan provides faculty with information about instructional strategies and support for the student. It also provides the student with a snapshot of their learning and strategies and accommodations that might be helpful. Students with a psycho-educational evaluation may participate in the Academic Skills and Organization (ASO) class (5th-7th grades) or Academic Coaching (8th grade).
 

Upper Learning is a time of significant growth toward independence. In the words of Elliott Galloway, we support each student as they “find out who [they] are and become that person.” Throughout the Upper Learning experience, we strive to help students develop a repertoire of skills for self-reliance, resilience, advocacy, and academic success. 

Learning Support in Upper Learning focuses on executive functioning and self-advocacy. Our Executive Functioning Coach works with students who want help with organization, planning, time management, study skills, test-taking strategies, and/or self-advocacy. Together, they create focused goals and implement specific strategies to foster productive habits and routines.

In addition to one-on-one coaching sessions, collaboration with students happens via small groups and in classrooms as needed. The Executive Functioning Coach partners with faculty and advisors to support students. For students with a current psychoeducational evaluation, we develop a Learning Plan based on the report. This plan provides faculty with information about instructional strategies and support for the student. It also provides the student with a snapshot of their learning and strategies and accommodations that might be helpful.