Learning Differences

We strongly believe that each student is an individual with unique talents and gifts capable of learning in her/his own way and at her/his own pace.  To meet students' needs, our teachers use a variety of techniques which include the multi-sensory approach, cross-curricular instruction, technology-based activities, and cooperative learning.In addition, our Learning Differences Program complements the educational environment by offering flexible, small group instruction to accommodate individual learning styles.  There are two Language Arts teachers and one Math teacher who pull those students requiring this program. 

The initial intent of the Learning Differences Program was to meet the needs of individual students with identified learning issues. Since the implementation of the program, every attempt has been made to provide for the needs of these students. Subsequently this program has grown to include "at risk" students. These students may not formally be identified with a learning difference; they may or may not be working below grade level, but may require consistent small group or modified instruction in the areas of Language Arts and/or Mathematics in order to meet success. Once students have met with success they are re-evaluated and may be returned to regular classroom instruction where they will continue to be monitored for successful performance, thus making this program flexible and responsive to students' needs.

The program has also grown to provide enrichment to all students, as well as challenge for our more able students. Enrichment provided varies from grade to grade and year to year depending upon the needs of the students. Content focuses on development of critical thinking skills, creativity training, and differentiation.

Selection of Students

Grades one and two

At this young age children are rarely identified formally. Classroom groupings are formed on the basis of written and oral assessments as well as by teacher observation. Teachers recommend those who appear "at risk" and/or would benefit from small-group instruction with a Learning Differences teacher. By the end of grade two some students are tested and identified formally.

Grades three and four

Informal assessments continue at this level. In the third and fourth grades it often becomes apparent that a developmental delay may not be the sole reason for below grade level performance. Therefore, formal testing is often more aggressively pursued. Parents are given the option to procure testing through County Public Schools or through private resources.

As in grades one and two, "at risk" students continue to be taught and/or monitored by a Learning Differences teacher.

Grades five through eight

Should students in grades five through eight begin to exhibit below grade level performance the above procedures are followed.

Transfer Students

Students transferring into St. John with an IEP or an accomodation plan from another school system will be assimilated into the Learning Differences Program if appropriate.