Student Support Services
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Through early intervention and individual support, our Learning Resource program helps students who are struggling with their academic workload or the demands of math and reading. The Child Assistance Team (CAT) which includes members of the St. Isaac Jogues faculty, learning resource teachers, a speech pathologist, a school social worker and psychologist focus on providing a student the specific help they need to succeed in the classroom.
We emphasize early screening and skilled classroom intervention, particularly for reading skills and math. In Kindergarten, students are evaluated within the first few weeks of school. In first and second grades, students are tested regularly to identify and assess any special requirements. Teachers can request student testing to identify and assess any special needs. For a student who has been assessed to need assistance in later grades, the Child Assistance Team develops a tailored plan with clear, achievable goals for the student.
The Learning Resource Program at St. Isaac Jogues is based on the belief that:
Pupil services at St. Isaac’s supports children with learning disabilities who have Individualized Education Plans (IEP’s) and students in need of classroom accommodations. For students with identified needs, support is provided five days per week in a grade level pull-out or push-in program that matches each student’s needs with appropriate strategies and methods. The progress of the students is monitored through a variety of measures including universal screenings, diagnostic testing and progress monitoring. Support is also provided for students who do not qualify for an IEP. The Child Assistance Team (CAT team) acts as a support to the classroom teachers and assists with strategies and accommodations that can be used in the classroom to aid students.
Children have different learning styles, strengths, and weaknesses which can inhibit their academic success. The Learning Resource Program at St. Isaac Jogues School is a place where children can achieve optimum success.
We emphasize early screening and skilled classroom intervention, particularly for reading skills and math. In Kindergarten, students are evaluated within the first few weeks of school. In first and second grades, students are tested regularly to identify and assess any special requirements. Teachers can request student testing to identify and assess any special needs. For a student who has been assessed to need assistance in later grades, the Child Assistance Team develops a tailored plan with clear, achievable goals for the student.
The Learning Resource Program at St. Isaac Jogues is based on the belief that:
- All children can learn,
- All children must be given the opportunity to learn how to learn,
- All children should be provided with the necessary tools to become a successful learner and thus a successful human being.
Pupil services at St. Isaac’s supports children with learning disabilities who have Individualized Education Plans (IEP’s) and students in need of classroom accommodations. For students with identified needs, support is provided five days per week in a grade level pull-out or push-in program that matches each student’s needs with appropriate strategies and methods. The progress of the students is monitored through a variety of measures including universal screenings, diagnostic testing and progress monitoring. Support is also provided for students who do not qualify for an IEP. The Child Assistance Team (CAT team) acts as a support to the classroom teachers and assists with strategies and accommodations that can be used in the classroom to aid students.
Children have different learning styles, strengths, and weaknesses which can inhibit their academic success. The Learning Resource Program at St. Isaac Jogues School is a place where children can achieve optimum success.
Speech Therapy
St. Isaac Jogues is proud to have speech/language services available for its students. Our speech/language program is serviced through the Hinsdale School District 181 two days per week. Students can be eligible to receive services to remediate difficulties in the areas of articulation, language, voice, and/or fluency. The Speech/Language Pathologist sees students in small groups twice a week and provides consultation to the teachers and families of the students in her program about each student’s individual program.
Social Worker
Mr. Leece brings to St. Isaac’s over 40 years of working with students and families in the area of learning strategies, social and emotional growth, and bringing academic and personal success to each student. Mr. Leece provides individual assistance to students and families as well as facilitates family consultations and professional development for the St. Isaac’s staff. He is a liaison between your family and outside service providers to ensure your student’s needs are met in a timely and appropriate manner. In addition, Mr. Leece conducts Parenting Workshops, and based on the requests of our parental community, will design workshops called, “Soulful Thursdays”. He continually addresses topics such as stress management, growing up in a digital age, bullying and developing skills in time management and organization. St. Isaac Jogues is fortunate to have a skilled professional like Mr. Bob Leece as an advocate for all children, staff, and parents.
School Psychologist
Ms. Maureen Polcyn Leece, Ed.S., NCSP, CADS is St. Isaac’s school psychologist. The school psychologist’s role is varied and diverse, however, the primary focus of a school psychologist is to assist students, families, educators, and members of the community in understanding and resolving concerns (e.g., academic, emotional, behavioral, medical) that impact the functioning of school-aged individuals. According to the National Association of School Psychologists (NASP), a school psychologist’s role may include providing direct support and interventions to students; consulting with teachers, families, and other school-employed mental health professionals to implement support strategies; working with school administrators to improve school-wide practices and policies; and collaborating with community providers to coordinate needed services (2014).
