Learning Support (LEAD)
- What is LEAD?
- Admission to LEAD
- Junior School
- Middle School
- Senior School
- Pre-University
- Terminology
- FAQs
What is LEAD?
What is LEAD?
In line with the school's vision to be a diverse and inclusive community and philosophy of “Students First”, the Learning Enrichment and Development (LEAD) department enables and supports the diverse learners in LCC’s community. LEAD promotes research-based, inclusive practices in collaboration with LCC teachers at all levels.
What is Neurodiversity?
Neurodiversity is the understanding that individual differences in brain functioning are normal and should not be stigmatized. As our understanding of neurodiversity grows within our community, we strive to create more inclusive environments for all learners.
History
The LEAD program began in November 2002, in a modest office, involving one part-time teacher, Judy Shenker, LEAD founder, and five Junior School children. Today, the LEAD department provides service for over 150 students and the learning specialists have become an integral part of LCC’s faculty.
Mission
- Facilitate academic growth for students by responding to individual learning profiles
- Empower students to become active participants in and advocates for their own learning
- Provide a unique environment of learning that fosters a sense of community and belonging
- Help students build foundational literacy and numeracy skills, self-regulatory processes, learning strategies, and executive functioning support systems
- Collaborate with teachers to meet the increasingly diverse needs of the classroom through the implementation of best classroom practices
- Increase awareness and knowledge of neurodiversity and inclusive practices within the LCC community
Program Structure (e.g., Progression)
The services offered to students who are part of LEAD are based on identified needs and are planned to correspond with a gradual release of responsibility from the teacher to the student, as the student moves from Junior School to Middle School and Senior School.
The LEAD Space
The LEAD department is located in a beautiful, modern space on LCC’s second floor, conveniently situated between the Junior School and the Middle and Senior Schools.
Admission to LEAD
Admission of New LCC Students with Learning Support Requirements
During the admissions process, LCC applicants are asked to submit all relevant documentation, including:
- specialist reports (e.g., speech and language, occupational therapy, audiology)
- psychoeducational assessments
- previous Individual Education Plans
Once an applicant’s admissions file is complete, a full review is completed to assure that LCC can create an optimal learning environment that focuses on the student’s strengths and needs.
Identification of Current LCC Students with Learning Support Requirements
Students who are experiencing persistent difficulties despite interventions, strategy instruction and use, parent-school partnership, etc., are referred to the LEAD department for an academic consult and possible referral for a psychoeducational assessment. The report is reviewed by the LEAD department specialists who will determine whether the student requires internal or external service, the type of support, and whether the school is able to accommodate the student’s needs.
Junior School
Goals
The goal of the Junior School LEAD program is to equip students with the skills and strategies needed to effectively demonstrate their knowledge in various contexts. Our aim is to build and consolidate foundational language, and literacy and numeracy skills. In the upper grades, we strive to help students use these skills to produce and comprehend material, while developing self-regulatory processes required to become independent and effective students.
Services
Early Intervention: Kindergarten to Grade 2
Early intervention is critical for children to build skills, reduce potential barriers towards academic achievement and foster academic self-efficacy. All students from kindergarten to grade 2 are screened on emergent literacy skills, including phonemic awareness, nonsense word fluency and (eventually) oral reading fluency. Students identified from baseline assessments are provided additional support from learning specialists to help consolidate their sound-letter correspondence, and blending and segmenting skills. This approach, also called response-to-intervention (RTI), is a data-driven and tiered approach to identifying and supporting students' needs in a timely manner. In some cases, more intensive, individualized instruction is provided for students who require remediation.
Direct LEAD Support
Cycle 2 (grades 3 and 4) students receive two periods of English, one period of math and two periods of specialized French instruction per week. Based on student need and the demands of the curriculum, LEAD teachers use these periods to reinforce or preview material, provide remedial instruction, and develop self-regulatory strategies to help students optimize their functioning in the classroom. LEAD sessions can occur in individual and/or small-group settings.
In cycle 3 (grades 5 and 6), students receive the same amount of support in English and math, and only one period of French per week. It is important to note that in cycle 3, LEAD teachers focus primarily on curricular support as a vehicle to the development of executive functioning skills, effective strategy use and self-awareness in their students.
Indirect LEAD Support
Students receiving indirect LEAD services are provided instructional and evaluative accommodations as well as strategy-based support offered predominantly through classroom teachers. A learning specialist provides check-ins throughout the year to help the student establish goals on an Individualized Education Plan (IEP) that serve as a reference point for reflection throughout the year.
Services Outside our Scope
LEAD services do not include:
- support from specialists, such as psychologists, educational psychologists, occupational therapists (OT), speech and language pathologists (SLP)
- integration aids
- tutors
However, our learning specialists work in conjunction with these external specialists to coordinate strategy-use at home and school. By cycle 3 (grades 5 and 6), we are unable to support students who have a significant need for remediation, either in language and literacy skills or numeracy skills. An external tutor would be advised to work in collaboration with the learning specialist.
Fees
Direct Support (Limited Space)
- Cycle 2 (grades 3 and 4): $3,680
- Cycle 3 (grades 5 and 6): $3,456
Indirect LEAD fees are on a sliding scale depending on the level of support required.
The fees listed on this page are for 2024-2025 and are subject to change.
Middle School
Goals
In Middle School, the LEAD program helps students receiving direct or indirect service understand the importance and value of neurodiversity. Students are encouraged to learn about and appreciate their learning differences and begin to develop organizational, learning and study skills that best meet their own needs. The long-term goal is to have students become independent and effective, taking into account their learning differences by leveraging their strengths and mitigating their difficulties.
Services
Students benefiting from direct LEAD support receive remediation, curricular and/or organizing/planning support in small group settings two to three times per week. In addition, LEAD teachers coordinate and communicate with classroom teachers on an ongoing basis to ensure that each student’s individual learning needs are met. Students also work with their learning specialist to develop their academic progress goals on their Individualized Education Plan (IEP) and the LEAD department coordinates their assessment accommodations. Availability of space for direct LEAD services is limited and prioritized according to needs-based criteria established by the LEAD administration.
Students receiving indirect LEAD support meet with a LEAD specialist three times a year for goal-planning and academic problem-solving to develop their Individualized Education Plan (IEP). In addition, the LEAD department coordinates their assessment accommodations.
Note that all students benefiting from assessment accommodations must have an IEP.
Services Outside our Scope
LEAD services do not include:
- support from specialists, such as psychologists, educational psychologists, occupational therapists (OT), speech and language pathologists (SLP)
- integration aids
- tutors
However, our learning specialists work in conjunction with these external specialists to coordinate strategy-use at home and school. We are unable to support students who have a significant need for remediation. An external tutor would be advised to work in collaboration with the learning specialist.
Fees
- Direct service: $3,500/year
- Indirect service: $250/year
The fees listed on this page are for 2024-2025 and are subject to change.
Senior School
Goals
In Senior School, the LEAD program helps students develop and apply the organizational, learning and study skills that best fit their learning needs. Students are also taught to advocate for themselves and develop a problem-solving and resourceful mindset to academic tasks. As students approach graduation, they are prepared to function autonomously, with limited support. They should be well prepared for educational and professional pursuits beyond LCC. This process is gradual and individualized for each student, framed to empower the student by increasing their confidence in themselves and their ability to advocate for their needs.
Services
Students receiving direct LEAD support in Senior School participate in classes that occur in lieu of Spanish class (grade 9) or an option course (grades 10 and 11). Of these periods, 50% of the time is spent with a math and/or science teacher for support of current math/science material, and 50% of the time is spent with a learning specialist to support literacy skills, planning and organizing, goal-setting and overall academic problem-solving and learning strategies.
In addition:
- LEAD teachers coordinate and communicate with classroom teachers on an ongoing basis to ensure that each student’s individual learning needs are met
- Students work with their learning specialist to develop their academic progress goals on their Individualized Education Plan (IEP)
- The LEAD department coordinates assessment accommodations
Availability of space for direct LEAD services is limited and prioritized according to needs-based criteria established by the LEAD administration.
Students receiving indirect LEAD support meet with a LEAD specialist three times a year for goal-planning and academic problem-solving to develop their Individualized Education Plan (IEP). In addition, the LEAD department coordinates their assessment accommodations.
Services Outside our Scope
LEAD services do not include:
- support from specialists, such as psychologists, educational psychologists, occupational therapists (OT), speech and language pathologists (SLP
- integration aids
- Tutors
However, our learning specialists work in conjunction with these external specialists to coordinate strategy-use at home and school. We are unable to support students who have a significant need for remediation. An external tutor would be advised to work in collaboration with the learning specialist.
Fees
- Direct service: $4,000 /year
- Indirect service: $250/year
The fees listed on this page are for 2024-2025 and are subject to change.
Pre-University
Goals
The goal of the Pre-University LEAD program is to provide students with the assessment accommodations that best reflect university standards. Students in the Pre-University program are expected to take responsibility for their learning needs.
Services
Students in the Pre-University program only receive indirect LEAD support. LEAD learning specialists authorize and share assessment accommodations with each student’s teachers, and Pre-University students receive assessment accommodations via their classroom teachers.
Services Outside Our Scope
In order to align with CEGEP and university standards, some assessment accommodations are no longer available in the Pre-U program. This includes:
-
Extra time above one third
-
Human reader
-
Human scribe
-
Coaching
-
Separate room
-
Organization and planning support
-
Memory aid
Fees
- $250/year
Note: This fee may increase for Pre-University students in the International Baccalaureate Diploma Programme to a maximum of $500. Also, the fees listed on this page are for 2024-2025 and are subject to change.
Terminology
Individualized Education Plan (IEP)
An Individualized Education Plan (IEP) is a document shared between school and home. An IEP begins with an analysis of the students abilities and needs, and outlines objectives and accommodations specific to the individual student. Progress of these goals is assessed throughout the year to determine if the objectives have been attained or remain in progress and/or need to be adjusted.
Psychoeducational Assessment
A psychoeducational assessment is a detailed evaluation used to get a clearer understanding of how the individual learns given their strengths and weaknesses. Standardized tests across cognitive, academic, social-emotional and behavioural domains are administered, and observations, feedback and interviews are used to create a comprehensive portrait of the individual’s learning. The psychologist analyzes the information to determine diagnostic impressions and/or make recommendations about what environmental, instructional and evaluative accommodations are needed to optimize the student’s strengths.
Learning Profile
A learning profile is a summary of the most salient points of a psychoeducational assessment, namely student strengths, areas of need and accommodations. It is an internal document that learning specialists and classroom teachers use as a reference point to deepen their understanding of the student’s needs.
Accommodations
Accommodations are adjustments made to the instruction, environment or evaluation to help mitigate student difficulties so they can acquire and demonstrate the same learning outcomes as classmates.
Speech Language Pathologist
A speech language pathologist is a specialist who provides support for individuals needing speech or language intervention.
Occupational Therapist
An occupational therapist is a specialist who works with a person to target a range of needs including gross motor, fine motor, core strength, postural stability and sensory sensitivities.
FAQs
Do students ever exit the LEAD program?
Yes, many of our students exit the LEAD program. Our goal is to provide students with the tools and strategies that they can use independently to optimize their strengths and experience academic success.
How frequently should my child’s psychoeducational assessment be updated?
A child’s psychoeducational assessment should ideally be updated every four years to ensure we have a clear understanding of their learning profile. In some cases, we may extend the timeframe if we still feel the assessment is consistent with our observations.
Can the school accommodate a child who has been diagnosed with ASD?
Yes, however it depends on the level of functioning and autonomy of the student. It is also important to note that LCC is a fast-paced, dynamic school which can create obstacles for those in need of a quieter, more consistent environment.
What documentation is required during the admissions process to obtain learning support services?
Parents of students with a psychoeducational evaluation, an Individual Education Plan (IEP) or other assessments (speech and language, occupational therapy, audiology, etc.) are asked to include this information as part of the application. Full reports are required along with the most recent IEP. Parents are also asked to disclose if the applicant is scheduled to have an assessment for the first time. These documents are required to determine the type of support the student may need. Families who do not fully disclose this information may put their child’s enrolment at the school in jeopardy.
My child has an IEP at school, but it’s not being used. Do I still need to submit it?
Yes, any information about your child’s learning profile can help us better prepare for their instructional needs and create an optimal learning environment.
How recent does my child’s assessment need to be?
Psychoeducational assessments should be no more than four years old.
What are the annual fees/costs of the learning support services?
The costs vary depending on the grade level. Costs are subject to change from year to year.
Current annual costs for direct service:
- Junior School Cycle 2 (Grades 3 and 4): $3,680
- Junior School Cycle 3 (Grades 5 and 6): $3,456
- Middle School (Grades 7 and 8): $3,500
- Senior School (Grades 9, 10 and 11): $4,000
Current annual costs for indirect service (accommodations only):
- Middle School and Senior School: $250
- Pre-University: $250-$500
What types of professionals do you have on staff (e.g., SLP, learning specialist, psychologist, tutors)?
The staff in our LEAD department are all learning specialists. We do not have psychologists, speech language pathologists, occupational therapists, behavioural specialists, or tutors. However, we do work in conjunction with these external specialists to coordinate student development and progress.
What qualifications do your learning specialists have?
Many of our specialists have master’s degrees (e.g., Master in Child Studies, Master in Educational Psychology, Master of Education) with a focus on studies in teaching and learning or inclusive practices. Three of our specialists are practitioners of Orton Gillingham Associate Level, and one is qualified in educational therapy. Our learning specialists are also up to date on the most current research in the field and regularly seek professional development opportunities.
Do you complete psychoeducational assessments for students at school?
No. A psychoeducational assessment must be completed outside of school by an educational psychologist or neuropsychologist.
Are your learning support services provided in or outside of the classroom?
For students who receive indirect support, a learning specialist works with teachers to ensure accommodations are received in class. The structure and format for students who receive direct learning support vary between grade levels.
- Junior School: students work with a learning specialist in and out of the classroom. Remedial support often takes place outside of the classroom to effectively target foundational literacy and/or numeracy skills. Curricular support occurs both in and out of the classroom depending on the cohort and the assignment. In some cases, using a separate space allows the learning specialist to move through the content at a different pace while increasing the child’s strategy-use and awareness of themselves as learners.
- Middle School: students receiving direct support participate in a course called “Study Methods”. This takes place in lieu of art and design in grade 7 and Spanish in grade 8.
- Senior School: students receiving direct support work with a learning specialist and subject-specific teachers during one of their elective periods.
How many children per class have learning support?
It varies, however, usually the groups consist of 3-4 students.
For which academic subjects are learning support services provided?
- Junior School: learning support services are provided for English, French and math.
- Middle School: direct services use the curriculum in a variety of subject areas to teach study skills, planning and organization, essay writing, reading comprehension and math.
- Senior School: direct services involve the collaboration between a learning specialist and content specialist, mainly math and science.
Can students use assistive technology in class?
Yes, most technological accommodations can be used in the classroom as well as during assessments.
Do you provide remedial support if my child is behind grade level academically?
In the younger grades, remedial support is possible. However, as the student approaches cycle 3 (i.e., grades 5-6), this becomes much more difficult as students need support to develop skills and strategies to meet the curricular demands. At this point, remedial needs are addressed externally.
My child needs to complete an updated psychoeducational assessment. Are there any psychologists you would recommend?
While we accept psychoeducational assessments from any certified psychologist, we can provide a list of educational psychologists with whom we have previously worked.
Does LCC / the LEAD program also provide social-emotional and behaviour management support?
Social-emotional and behavioural management support occurs naturally through the coaching and building of meta-cognitive strategies integrated in our direct LEAD service. That said, some students' emotional or behavioural needs exceed what can be provided in a small-group by a learning specialist. In this case, external support will be advised.