Support for Diverse Learners
DePaul College Prep is committed to providing curricular and executive functioning support to students with diagnosed learning differences throughout the school. Learning specialists are able to offer targeted strategy support in reading comprehension, written expression, math, and executive functioning. Instructional support is provided inside and outside the classroom.
Learning specialists also manage classroom and testing accommodations, ensuring that students receive what they need in order to meet their potential. Learning specialists maintain close communication with teachers, parents, and outside professionals, as well. In addition, learning specialists work with students to help them become independent learners by supporting their understanding of the success attributes: self-awareness, proactivity, perseverance, goal setting, use of support systems, and emotional coping strategies.
Questions?
Please contact our Learning Support Department Chair:
Katy Mellon
kmellon@depaulprep.org
(773) 539-3600 x 5939
Eligibility for Support Services
Students are eligible for learning support services if they have a diagnosed learning disability and/or ADHD that are included in an IEP, 504 Plan, or private evaluation. Documentation must be submitted to DePaul College Prep by August 1 in order to receive additional support. Depending on the student’s learning profile and grade level, support may be provided through a structured study hall, one-on-one meetings, or co-taught classes. As the student progresses through DePaul College Prep, the goal is for learning support to decrease in order to promote independence. At the beginning of each year, each student and their parent(s) or guardian(s) will receive a Student Accommodation Plan so that all parties are aware of the support to be provided for that year.
Referral Process
If a parent, guardian, or teacher recommends a formal evaluation for a student who is undiagnosed, the learning specialist will schedule a staffing with the student’s teachers, counselor, and parent(s) or guardian(s). The team will review the data that supports the need for an evaluation. After the evaluation, the team will review the diagnostic report together and, if needed, will write a plan for learning support.
| Grade | Structured Study Hall | Curriculum Support & Consultation | Executive Functioning Support | Accommodations Support |
|---|---|---|---|---|
| 9 | ✓ | ✓ Regular | ✓ Regular | ✓ |
| 10 | Upon recommendation | ✓ In collaboration with course content teacher | ✓ Occasional | ✓ |
| 11 | - | After student consultation with course content teacher | As Needed | ✓ |
| 12 | - | Ater student consultation with course content teacher | As Needed | ✓ |
Classroom accommodations offered:
- Preferential seating
- Allow calculator use
- Allow student to type notes and assignments
- Provide student with digital copies
- Allow use of audio books
- Allow use of Text-to-Speech
- No penalty for spelling errors
Testing accommodations offered:
- Extended time by 50%
- Separate testing location
- Allow use of computer/speech-to-text
- Directions read orally
- Digital screen reacher to read entire test
- Allow use of calculator
- Allow answers on test booklet (no scantron)
Our Team
