Learning Skills Program

View the Dublin LSP  core skills chart

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What is the difference between a tutor and a learning specialist?

A tutor provides explicit content instruction in subject areas such as math, science or foreign language. If a student is struggling in math, for example, then their tutor might pre-teach or re-teach specific mathematical concepts (Order of Operations, Slope-Intercept Form, etc.) in order for the student to solidify their understanding. The aim is for the student to develop a deeper understanding of subject-specific content.

A learning specialist, in contrast, teaches students “how to learn” by facilitating the practice and development of effective learning strategies in the context of the student’s unique learning profile and learning experience. If a student is struggling in math, for example, then their learning specialist will help them to navigate this experience in order to move forward effectively. The learning specialist will first identify the specific area(s) of difficulty: homework completion, classroom engagement, pace of instruction, organization of materials, time management, note-taking abilities, test performance, etc. Then, the learning specialist will provide targeted instruction and guidance around next steps. The ultimate objective is for the student to practice and develop the necessary skills to become a more self-aware, confident and independent learner.

In other words, while a tutor teaches subject-specific content, a learning specialist teaches the skills and strategies to become a more independent and empowered learner.

What percentage of students at Dublin are enrolled in the LSP?

Approximately 30%.

Is there a stigma associated with LSP participation?

No one is better-suited to answer this question than those students who are enrolled in the LSP.

Here is what they have to say:

"No. In my three years at Dublin, I have never had anyone comment or talk to me about being enrolled in the LSP program. There is no name calling when students learn that you have LSP or are going to LSP. The variety of kids enrolled from all social groups really keeps the stigma away. Also, the way that it is integrated in your schedule means that no one notices that you are missing from sports or other activities to participate. The experience here is the opposite of my previous school.” - Student, Class of 2020, Three years in LSP

"A student in LSP is not thought of as "less than" a student who is not in LSP. I don't feel ashamed about being in LSP or EAS." - Student, Class of 2021, Two years in LSP

"Not at all. There's no shame. There definitely is at other schools but here many people I know are in LSP or some other form of extra help. There's no shame in asking for help." - Student, Class of 2019, Four years in LSP and EAS

What does a typical LSP session look like?

Because sessions are designed entirely around the unique learning needs and experiences of the individual student, there is no “typical” session. Rather, sessions are designed within the context of the student’s learning profile, learning goals, performance patterns and current academic demands, and through open dialogue between the student and their learning specialist. The following are examples of the types of tasks that may be addressed during an LSP session:

• Monitor assignment completion; preview upcoming short and long-term tasks
• Review a rubric to discuss requirements and clarify expectations and/or questions
• Practice active study strategies for an upcoming test
• Draft a properly-constructed email to a teacher to request a meeting or to follow-up about a missing assignment
• Review and reflect upon a test that was recently returned - consider what study methods worked and what changes could be made moving forward
• Read through end-of-term narratives from teachers to recognize areas of strength, clarify areas for growth, and generate new learning goals
• Generate a timeline for an upcoming essay; break down the process into more manageable segments
• Revise and/or edit an essay before its final submission
• Discuss and practice annotation skills in the context of a current class novel
• Create a detailed study plan for upcoming final exams

Is there a common profile among students who participate in the LSP?

Students who participate in the LSP represent a wide range of learning profiles and, ultimately, every student is unique in their learning needs. Many students have been formally diagnosed with a learning disability, but not all. Among participating students, a high percentage require some degree of support with executive function skills. Our learning specialists meet each student “where they are” in order to support their becoming a self-aware, confident and independent learner.

What is the difference between LSP and EAS?

Please click the following tabs for detailed descriptions of the two programs:

What is the difference between Supervised Study Hall and EAS?

In Supervised Study Hall, the proctor ensures that there is a quiet work environment for all students. In Evening Assisted Study, the EAS proctor engages with each student as needed and throughout the study hall period in order to foster greater productivity and facilitate the development of more effective evening work patterns. Areas of support may include task prioritization, time management, organization of materials, attention to detail, understanding directions, balancing short and long-term tasks, and maintaining on-task behavior. EAS may be beneficial for those students who require a separate work environment and a higher degree of guidance and support with the execution of their nightly academic responsibilities.

Who are the learning specialists and what are their qualifications?

Our Learning Specialists represent a purposefully diverse range of professional backgrounds and expertise in order to foster within the department the ability to support a diversity of young learners. Fields of expertise include special education, psychology, writing, mathematics, foreign language and the arts, to name a few. All learning specialists have extensive experience supporting and working with adolescent learners and continue to engage in ongoing professional development within the field.

Professional Development (Since 2016):

Webinars through Landmark College Institute for Research and Training:

• The Challenge of Learning a Second Language: Teaching Students who Learn Differently
• Supporting Executive Function: Strategies and Skills for the Classroom
• Using Annotation Apps to Facilitate Active Reading
• Using Mind Mapping Apps to Facilitate Writing
• Aiding the Executive Function ‘Conductor’: Practical Strategies for Student EF
• Understanding and Removing Math Barriers: How Non-Mathematicians can Help Students with LD, ADHD and ASD
• Riding the Waves: How to Use the Science of Emotional Regulation to Facilitate Successful Learning

Conferences, Workshops and Certification Programs:

• An Overview of Language-Based Learning Disabilities, Summer Workshop, Landmark Summer Institute
• Executive Function Support In and Out of the Classroom, Summer Workshop, Landmark Summer Institute
• Searching Better: Help Students Find Reliable Sources & Identify Text-Based Evidence, Landmark Summer Institute
• Certificate Program in Executive Function and LD, Year-long, Landmark College
• New England Conference on ADHD, Workshop
• Learning and the Brain, Conference

What accommodations are provided to students with documented learning disabilities?

Students with diagnosed disabilities may be eligible for testing and/or classroom accommodations at Dublin School. Such accommodations can include:

• Extended time on assessments
• Testing in a separate location
• Use of a word processor for note-taking and/or exams
• Access to peer or teacher notes
• Time-limited breaks during extended testing

Reasonable accommodations will be provided to qualified students in order to facilitate their full participation in the school’s programs. Accommodations are documented on student learning profiles, which outline the student’s specific learning strengths and areas of challenge, and recommend specific teaching strategies to support the student’s learning needs. Learning profiles serve as an important instructional resource for Dublin educators who work directly with the student, including their classroom teachers, advisor, and learning specialist. A sample learning profile can be viewed here.

Please contact Emily Cornell, Director of the Griffin Learning Center, with specific questions around accommodations and documentation guidelines:

Emily Cornell
ecornell@dublinschool.org
603-563-1272

How often do learning specialists communicate with classroom teachers, advisors, and families?

Communication and collaboration are vital to student learning. As a result, learning specialists are in regular and ongoing communication with fellow members of a student’s support network, including classroom teachers, advisors, study hall proctors, coaches, dorm parents, and administrators. Weekly department meetings provide further opportunity for dialogue and collaboration among learning specialists regarding current or upcoming class assignments, takeaways from classroom observations, and strategies for supporting the learning needs of students in the LSP. Families receive an update from their student’s learning specialist at least every two weeks and are encouraged to initiate communication at any time.