Learning Support Models in Schools
Working with schools to design meaningful intervention and student support has become more pressing after the pandemic's impact on child development and learning. Schools need to consider their goals and the best use of resources.
Individual Student Instruction
A Learning Specialist in a school should have a maximum caseload of 20 students in this model. On a conservative measure, about 20% of students benefit from additional 1:1 or small group intervention. With this in mind, a school using this model should have one Learning Specialist for every 100 students.
A 20 student caseload is a full load with the other responsibilities and collaboration that takes place in schools. The limitations of this model include siloing ideal instruction for the child to 20-30 minutes in the week, separating them from their peers, and limiting built-in professional development for teachers through modeling.
Rotating Individual Student Instruction
For schools with limited resources, consider making a schedule for the Learning Specialist to rotate through the classes and students. Instead of providing 1:1 or small group intervention to 20 students in the year, it can be increased to 60 students by focusing on one class or age group at a time. It's limited to eight weeks, allowing for flexibility around the beginning of the year, conferences, and the end of the year.
This model requires thoughtful timing of parent meetings and recommending intervention outside of school to parents. Limitations include challenges in following the case throughout the school year, siloing ideal instruction for the child to 20-30 minutes in the week for only eight weeks, separating students from peers, and limiting built-in professional development for teachers through modeling.
Teacher Coaching and Push-in Model
Most teachers are not trained in how to approach diverse learners, and they are interested in learning how to do so. In this model, the primary work is a mentor to teachers; it cannot be a supervisory role. This role is a key bridge between teachers and administrators. The Learning Specialist spends time in the classroom as a whole, works with students and observes, partners with the teachers to create meaningful instruction to meet the needs of all or most learners in the classroom, and supports parents and parent teacher conferences to recommend and coordinate outside support and case management. This model is ideal for schools who have one Learning Specialist serving multiple grades, as it allows for the largest number of students to be supported and understood.
Tips for parents:
Ask about the model, how students get support, how students qualify to receive support
Look at the Student Support Staff on the school's website and consider the staff for the size of the school and what model the school is using
Consider what's meaningful to your child. Would it be disruptive for your child to be pulled out of class for additional support?
Speech and OT Screenings
Both schools with and without Learning Specialists should consider have speech and OT screenings in early elementary school. Bringing in a specialist to screen the students will help to create a learning environment that supports the diverse learners in each classroom. In addition to the individual screenings, there should also be an opportunity for the classroom teachers to see the data as a class composite for designing the curriculum. The key is to have an impact beyond the screening and intervention by implementing strategies across settings to embrace neurodiversity.
Regardless of the model implemented in schools, there needs to be a structure for how and when to communicate with parents, recommend outside support, or recommend a setting that's more supportive for the child and family. Each partnership should be built with the child at the center with support from the administration when escalations are needed. With a structure, teams can be prepared to address challenges as they arise rather than putting out fires.