Academic success is not always "one size fits all".
That's where Totino-Grace's Learning Support Pathways comes in!
Learning Support Pathways is an umbrella of programs and services offering academic support for students who learn differently. Learning Support Pathways allows our students to focus on their strengths while providing individualized and/or small group support in the classroom to address areas where more assistance is needed. Assistance can come in the form of counseling, post-secondary planning, tutoring, achieve program, reading practicum, foundation classes, and learning lab class.
The Learning Lab course at Totino-Grace offers academic support for students who learn differently and guides a student to success through Totino-Grace's high academic standards. The purpose of the lab period is to provide academic assistance through one-to-one and/or small group tutoring as students work to develop organizational, test taking, and study skills. The Learning Lab teachers monitor students' progress in their many subjects and act as communication liaisons between classroom teachers and parents. The Learning Lab teachers also monitor the Student Accommodation Plans (SAPs) of those students who have them and provide teachers with a variety of methods to encourage academic success for their students.
Qualified students are scheduled into Learning Lab for one academic period. The Learning Lab class has a small teacher-to-student ratio. Students earn one elective credit per semester for this course and it is not included in a student’s GPA.
Initial placement in the Learning Lab for 9th graders is based on a combination of factors that may include but are not limited to:
Placement exam scores
Academic record including assessments and/or evaluation data
Diagnosed disability or disorder (ex. specific learning disability, autism, dyslexia, etc.)
Admissions materials
Completion of a Learning Lab application by parents
Learning Lab is under the direction of Mrs. Jennifer Junker. Mrs. Junker has an Undergraduate Degree in Psychology from St. Mary's University, a Masters in Special Education and a Specialist Degree in Educational Leadership from Winona State University. Additionally, she holds the following licenses: Learning Disabilities, Emotional Behavior Disorders, Director of Special Education, Principal K-12.
This intensive reading intervention program provides small group and/or individualized instruction through teacher-directed lessons and adaptive software for students who experience challenges with reading. The program includes high-interest, leveled fiction and non-fiction texts to develop reading independence. Direct instruction of higher order reading and critical thinking skills and strategies are taught with a focus on literacy skills and practice.
Totino-Grace also offers foundational level courses in most core subjects designed for those who need additional practice in learning concepts or frequent review to maintain their skills. Topics are taught in an introductory manner with concentration on the basic concepts and skills. Students are enrolled in these courses based on test scores and teacher recommendation.
Students with an Individual Education Plan (IEP) may be able to use the plan while at Totino-Grace. Student Accommodation Plans (SAPs) also may be written for students diagnosed with a condition that interferes with the learning process. Decisions regarding acceptance or placement of students with learning disabilities are made by Totino-Grace counselors in consultation with the principal.
In an effort to support students who struggle to succeed in the classroom, Totino-Grace has the Achieve Program. The program’s goal is to foster a collaborative relationship with parents or guardians, teachers, staff, and administration to ensure that students perform at their highest level and receive the assistance they need to achieve success. Achieve is for students falling below a certain GPA at the end of any quarter throughout the academic year. Achieve is designed to provide guidance in resolving or handling issues which make learning difficult and to hold students accountable for their academic progress.
