Center for Learning Advancement

Fundamentally, Collegiate embraces the unique growth and development of every student in our community. This is no more obvious nor evident than the daily and ongoing work of our teachers. Still, in an effort to meet every student where they are, there are times when students will need additional support and/or enrichment above and beyond what can be provided in the classroom. The Center for Learning Advancement is a critical and valuable resource that complements our classrooms and allows additional differentiation to take place in our community.

The Center for Learning Advancement (CLA) is prepared to arm every student with the essential skills for academic success. The CLA employs a combination of full and part-time instructors to provide an integrated approach to supporting students in literacy and mathematics during the school day and provide academic enrichment for students that have intellectual needs and curiosities above and beyond current curriculum

The CLA is a physical space within the Lower School equipped with dedicated literacy and math resource teachers that provide academic support to Lower School students. The CLA has two identifiable objectives:
• Provide an integrated approach to supporting students in literacy and mathematics during the school day in grades JK-8.
• Provide academic enrichment for students that have intellectual needs and curiosities above and beyond current curriculum.

A full-time Director, Lower School and Middle School Resource Teachers, a part-time Math Coordinator and Learning Support Coordinators provide small group support within the student’s current classroom. Individual and small group tutorial help outside the student’s classroom in a shared physical space is an additional function of the CLA.

There is no additional cost to families for receiving support services from the CLA. Thanks to several anonymous donors the CLA is an inclusive support system open to all Lower and Middle School students that demonstrate the need for additional support and/or accelerated enrichment.

Our referral process is overseen by the Director of the CLA and is teacher and team driven.

Click here for the review the referral process.

The referral process is not parent driven but parent feedback is welcome during the early fall and winter conferences. The homeroom teacher will refer your child to the Director of the CLA if your child has demonstrated an intellectual curiosity, ability and desire to apply themselves beyond the current curriculum and program. Please contact your child’s homeroom teacher if you have any questions about the referral process.

• If a student is struggling academically, teachers observe and document academic areas of concern supported with evidence and implement teaching strategies to support those concerns
• In the case that the implemented strategies are not effective, teachers may request that the Learning Support Services Coordinator conduct student observations in the classroom
• Following the classroom observation(s), the Learning Support Services Coordinator will equip the student’s teachers with additional classroom strategies for teaching and learning through ongoing training and intervention tools and determine if CLA support will be beneficial
• Additional classroom observations by other student support staff such as the Reading Specialist, Mathematics Coordinator, and/or the Guidance Counselor may be implored
• If additional information or student support is recommended by the Learning Support Services Coordinator, parents will be contacted by the Learning Support Services Coordinator or a member of the student’s support services team to discuss an action plan which may include a recommendation to pursue psychoeducational testing
• If a professional testing report has been received by the school, the Learning Services Coordinator will develop an Individual Learning Plan (ILP) aligned with the recommendations made by the outside professional, observations and parent feedback. The ILP will include accommodations and strategies recommended for inside and outside the classroom. The ILP will be shared with the student’s support team. In addition, the Learning Support Services Coordinator will meet with the parents to discuss the student’s ILP in detail

Your initial contact should be with your child’s homeroom teacher. If further action is needed your child’s homeroom teacher may refer you to the Lower School Support Services Coordinator.