Griffin Learning Center FAQ

Is there a common profile among students

Students who participate in our Learning Center represent a range of learning profiles. Whether these profiles include specific learning differences, Attention Deficit Disorder and/or challenges with executive functioning, each student has one thing in common: the desire to grow as a learner.

What is the overarching focus and goal of the Griffin Learning Center?

Our goal is always for students to attain higher levels of achievement while taking increasing control and ownership over the learning process. We foster this experience by providing highly personalized instruction that allows students to practice and ultimately internalize the effective and meaningful learning strategies that work for them. Nothing makes us happier than when a student needs our help less and less because they are showing an increasingly independent ability to apply these learning strategies, be self-reflective towards the learning process, and advocate confidently for their learning needs.

What percentage of students at Dublin participate?

While numbers vary slightly from year to year, on average 30% of Dublin students participate in one or more of our programs at any given time.

For what duration of time are students typically enrolled in the Learning Skills Program?

Students most commonly participate in the program for two years. However, some students are ready to exit after one year while others attend Learning Skills sessions for the full duration of their time at Dublin. Students exit the program as they are developmentally ready to do so, and following a close dialogue between the student, Advisor, parents and Learning Specialist.

Is there a stigma associated with enrollment?

Truthfully, no. Our program is so well-embedded into the culture of Dublin that there is no stigma surrounding enrollment. It is in fact quite the opposite in that students who are not enrolled in the program often wish to be!

Who are the Learning Specialists and what are their qualifications?

The Griffin Learning Center is comprised of eight professional Learning Specialists. These individuals represent a purposefully diverse range of expertise in order to foster within the Department an unparalleled ability to support a diversity of young and often struggling learners. Fields of expertise include writing, mathematics, the arts, business, social work and special education, to name a few. All Specialists have extensive experience supporting and working with adolescent learners and continue to engage in ongoing professional development within the field.

Can the Learning Specialists provide content support in math or other subject areas?

The focus of our work with students is on the development and acquisition of essential learning skills. While these skills are taught in the context of students’ current coursework and assignments, the purpose of our program is not to provide explicit content instruction. Should a Learning Skills student require more intensive subject-specific support, then their Learning Specialist will assist them in locating appropriate resources and/or scheduling a personal meeting with their course instructor.

What types of communication exist between Learning Specialists and subject teachers?

Learning Specialists are in regular communication with classroom teachers, either in-person or electronically. Collaboration between them allows Specialists to understand how a student is progressing or may be struggling, and to engage in an ongoing dialogue about the student’s current performance and learning needs. Specialists also observe classes up to twice per month, allowing them to see first-hand how a student is engaging in the classroom setting. Such observations prove essential in fostering meaningful discussion between Specialists and their students, and to further individualize instruction.

What types of communication exist between Learning Specialists and families?

Learning Specialists communicate directly with families once every two weeks, or more frequently if needed. Channels of communication are always open and contact can be initiated at any time by either party.

Are academic accommodations provided? What about standardized testing accommodations?

Yes. For more information about academic and standardized testing accommodations, please look here.

Can curriculum or coursework be modified if my child needs it?

No. While Dublin School offers reasonable classroom and testing accommodations to qualified students, we are not able to modify standard curriculum or coursework requirements.

What is the process of Learning Center enrollment?

Initial placement in the Learning Skills Program is most commonly determined at the time of acceptance to the school. Should a student wish to enroll at a later time then he or she may join pending availability. There is slightly more flexibility with Evening Assisted Study since enrollment is by term.

Should I submit my child’s 504, IEP, Educational Plan or Neuropsychological report?

Yes. In order for us to be able to fully understand and support your student’s specific learning needs, implement classroom and testing accommodations and generate a Learning Plan that accurately portrays the student's learning profile, formal documentation is necessary.

Program Statistics
(2014-15 Academic Year)

School Wide Participation

Years Spent in Program

Graduation Rate