Torch - Fall 2012

FEATURE STORY

Working closely with Seonaid Davis, Director of Curriculum & Faculty Development, Ms. Steele looks at learning challenges within the context of curriculum content. The school continues to teach at the pace and depth of curriculum that a Havergal education is known for; modification of curriculum expectations is not a feature of the Havergal learning model. Ms. Steele provides targeted professional development for faculty and staff and manages school team meetings to discuss the progress of individual students. “Everybody needs to take collective responsibility for the overall wellbeing of each and every student. They are our students,” she adds. In the Junior School this school year, Eva Siatkowski is working with Ms. Steele to support our youngest learners. Having received professional development in the Orton-Gillingham P1 Approach, which is a prescriptive and structured way to teach language acquisition, Mrs. Siatkowski is using her 20 years of teaching experience in a different capacity. She implements learning strategies in the Junior School and works with students to develop literacy and numeracy skills. “My role allows me to provide more individualized programming to the girls in the Junior School,” Mrs. Siatkowski says. Mrs. Siatkowski and Ms. Steele provide support both in and out of the classroom, working with small groups and individual students. Ms. Steele also observes students in their classroom so she can better help them to achieve their goals in a positive manner. Last school year, she piloted a reading buddy program in the Junior School to raise literacy skills, as well as homework sessions for Upper School students to help them manage and complete outstanding assignments before exams. Ms. Steele is also focused on helping parents better understand their daughter’s learning needs and how to support her. “Parents can support their child by advocating for them and working in partnership with the school. In this way, we can help students develop the self-advocacy skills they need as they move beyond the school into the world of university and work.”

Learning disabilities refer to a number of disorders that may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include: language processing; visual-spatial (perceptual) processing; executive functioning; phonological processing; memory and attention; processing speed; and visual-motor skills. Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking.

TEAM APPROACH TO SUPPORTING STUDENTS

“Supporting student success is a collaborative effort. It takes everyone working together to support the learning needs of students,” says Sarah Bruce, Head of Upper School. “We’re helping students build their innovative intelligence, express their opinions and think critically. These skills will help prepare students for their future.”

Source: Learning Disabilities Association of Canada

In the Spring 2013 issue of The Torch , we’ll discuss what strategies teachers use in the classroom to support student success.

18 HAVERGAL COLLEGE