Supplemental Services

Early Intervention, also referred to as "Search and Teach", is a program designed to identify young children who may benefit from an individualized program to acquire the basic skills necessary for reading and academic success. This program provides pre-reading and reading instruction that addresses perceptual weaknesses in visual and/or auditory processing, directionality or difficulty with gross and/or fine motor activities.

Utilizing a variety of programs and techniques designed to meet the unique needs of each individual student, students meet 1:1 or in a small group with an educational therapist. Through interactive language and explicit, intentional instruction, students are taught core academic skills and self-regulation as a foundation for higher level comprehension, written expression and reasoning. The educational therapist, plans an individualized program based on each student’s identified needs. Enrollment is by an annual, contractual agreement; average enrollment in educational therapy is three to five years.

Parent partnership plays an important part in their child’s success through faithful monitoring of therapy homework and Rhythmic Writing (one of the five core NILD techniques). There is also regular communication with classroom teacher(s) and effort is made to train students to transfer the skills they learn in educational therapy to other learning situations.

Our specialized reading program at Trinity is designed to serve those grammar school students who are identified as needing additional support in the language arts. Students enrolled in the specialized reading program work with an educational therapist and have a separate curriculum to support each students’ individualized learning needs.

Transitions provides small group academic support to students in the areas of math, writing and grammar. The Transitions teacher partners with faculty, parents, and students to provide a challenging and supportive environment for successful learning. Transitions is available to students identified with learning needs through teacher referral and educational testing.

NILD (National Institute of Learning Development)
Search & Teach
Talkies (a Lindamood Bell Program)
Visualization and Verbalization (a Lindamood Bell Program)
Barton Reading and Spelling Program
All About Spelling
Slingerland Reading and Spelling Approach
FIE

Although families are often hesitant to bring attention to their child’s academic difficulties, it is imperative to address areas of concern. Not disclosing a child’s struggles in fear of them being “labeled” may prevent a child from reaching his/her full potential. Knowledge gained from the collaborative observations of teachers, administrators, and parents, along with information that only formal testing can provide, can pave the way for a struggling student to receive the help he/she needs as well as facilitate a positive learning experience.

Under the leadership of the Director of Supplemental Services, Shannon Kulp, Trinity has a team comprised of teachers, educational therapists, and administrators that work together to observe, evaluate, implement support strategies and recommend testing when necessary. In addition, a multi faceted support system of academic intervention and educational therapy is ready to meet the needs of individual students.

Specific Learning Disability is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and/or non-verbal activities.

Specific Learning Disabilities exist as a distinct handicapping condition in the presence of average to superior intelligence, adequate sensory and motor systems, and adequate learning opportunities. The condition varies in its manifestations and in degree of severity. Throughout life the condition can affect self-esteem, education, vocation, socialization, and/or daily living activities.

Yes, there is an additional fee for therapy services and varies according to each student’s individualized plan.

An educational battery of formal and informal tests is used to determine areas of strengths and weaknesses and to identify the presence of specific learning difficulties. This battery includes, but is not limited to, a cognitive test (Weschler Intelligence Scale for Children-IV), which is administered by a licensed educational psychologist and used to determine student potential, and an achievement test (Woodcock-Johnson lV) which is used to determine current academic competency.

Potential students for this program are those experiencing obvious frustration in areas related to school performance. Poor spelling, illegible handwriting, inability to express thoughts verbally or in writing and difficulty with reading or math are common indicators of a learning disability.