Learning Centers

Academic Support

Randolph senior with his kindergarten buddy

Aligning with the mission of Randolph School, the Academic Support Programs provide access to individual and small group assistance, strategies for learning success, and accommodations for students with documented learning differences.

This program is outside of the services offered in the Greengate School division, which is specifically for students with dyslexia, and is available for those in grades K-12.

In order to optimize student learning and support the learning needs of our diverse student community, this program provides help to students through a plan of learning supports and strategies to aid in their academic endeavors at Randolph School while fostering independent learning for a lifetime.

Qualifications

A complete psychoeducational evaluation conducted by a licensed psychologist is required. For Lower School students only, a speech-language or occupational therapy evaluation is also acceptable. All testing must have been completed within the last three years. All pages of the evaluation must be submitted and will be kept on file in the Learning Specialist’s office.
A diagnosis of a learning disability and/or ADHD, or an identified area of significant weakness that impacts cognitive performance. A letter from a doctor is not acceptable.
Student performance is not as expected within the Randolph academic framework. This student may or may not have had psychoeducational testing resulting in a diagnosis, but they show below benchmark scores in classroom assessments and/or standardized testing and are in need of intervention.

Services

Written Individual Learning Plans with diagnostic testing dates and recommended accommodations will be written by the Learning Specialist and shared with the students’ support team as needed.
Review and supervision of classroom accommodations.

MTutoring

Grades K-4

Literacy and Math Tutoring

Individual sessions for students who need content area support in Literacy and/or Math. Students are either referred for tutoring or parents have requested tutoring services.

Will meet a minimum of two days a week. Can be during the school day, during study hall, or after school.
Conducted through the Learning Center, with tutors hired by the School.
Reading and Math support are aligned to regular classroom instruction to ensure transference of skills.
The Orton-Gillingham approach will be used for students needing intensive intervention in decoding and spelling. Individualized reading instruction will be comprised of systematic, multisensory reading strategies targeting phonics, fluency, and comprehension skills.

Grades 5-8

Literacy and Math Tutoring

Individual sessions for students who need content area support in Literacy and/or Math. Students are either referred and assessed to determine their level of instructional need, or parents have requested tutoring services.

Will meet a minimum of two days a week. In some instances, tutoring can be during the school day, but generally meets during study hall or after school.
Conducted through the Learning Center, with tutors hired by the School.
Instruction is personalized to each student’s individual learning needs.
Reading and Math support are aligned to regular classroom instruction to ensure transference of skills.

Executive Function Skills

Executive function is a set of mental skills that include working memory, flexible thinking, and self-control. Crucial executive function skills include planning ahead, keeping track of materials and tasks, managing time, effectively processing information, maintaining focus, organizing thoughts, screening for errors, and managing frustration. These skills help us plan, set goals, and get things done. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.

Will meet once or preferably twice per week during Middle School study halls or after school to help students with planning, time management, organization, task initiation, goal-setting, and problem-solving for all school assignments.
Conducted through the Learning Center with tutors hired by the School.
Instruction is personalized to each student’s individual learning needs.

Grammar and Writing Boot Camp

This is a comprehensive exploration of essential language skills and writing techniques. Participants delve into fundamental grammar and writing topics.

Parts of speech
Subject-verb agreement
Punctuation
Types of sentences: simple, compound, complex
Writing a rough draft
Editing and revising
Using a rubric

Grades 9-12

Content-Based Tutoring

Can be during the school day, during study hall, or after school.
Conducted through the Learning Center, with tutors hired by the School.
Parent/student determines how many times per week a student needs to be tutored.
Instruction is personalized to each student’s individual learning needs.

Accommodations

Learning Accommodations

Accommodations are tools and procedures that remove barriers and provide equal access to instruction and assessments to students with learning differences. Accommodations may be provided for students with comprehensive psychoeducational evaluations completed by credentialed practitioners within three years.

Short-Term Accommodations

Considerations without a comprehensive psychoeducational evaluation. Students may receive short-term accommodations for medical reasons. Parents of students with social/emotional/developmental diagnoses that may impact learning and performance in the classroom should reach out to the Learning Center Coordinator or Learning Specialist.

Accommodation Approval Process

Accommodations are determined based on a student’s psychoeducational evaluation findings. The Upper School Accommodation Committee determines and approves what accommodations are appropriate for each student (based on diagnoses) to achieve educational equity. Students, parents, and teachers are all notified of the approved accommodations.

Learning Specialist

The Learning Specialist is responsible for the review and supervision of the approved accommodations.

Learn More & Contact Us

Regina (Gina) Bennett

Director of Learning Services

Gina Bennett joined Randolph School as the Director of Learning Services in November 2024. Originally from Virginia, she brings a wealth of experience as both a classroom and special education teacher, having worked with students ranging from kindergarten to high school.

Throughout her career, Gina has developed transition plans, supervised educators, and provided support for diverse learning needs. At Randolph, she works closely with learning specialists across divisions and oversees tutor schedules to ensure students receive the support they need to succeed.

Gina often recommends the book Smart but Scattered to parents seeking strategies to help their children thrive.

For assistance or more information, feel free to contact Gina via email.