2021 Summer Programs
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Randolph School
RANDOLPH SCHOOL HUNTSVILLE, ALABAMA HEAD OF SCHOOL START DATE: JULY 2020 WWW.RANDOLPHSCHOOL.NET Mission Fast Facts Seeking Truth. Total Students: 943 Students of Color: 18.2% Building Character. Total Faculty: 112 Nurturing All. Student-Teacher Ratio: 9:1 Average Class Size: 14-18 Students Percent of Faculty with Advanced Degrees: 61% Total Financial Aid: $2.9M Students Receiving Aid: 23.9% OVERVIEW Spanning 68 beautiful acres on two campuses, Randolph School serves approximately 950 students in grades K-12 in a familial and close-knit environment. With 112 faculty members working together to offer a well-rounded and challenging curriculum, Randolph seeks to inspire students to discover and fulfill their individual potential. The School endeavors to promote academic success, healthy social and emotional development, critical and creative thinking, leadership and integrity, technological literacy, and civic engagement among all its students. Universally, students, faculty, and staff agree that the School’s close community and the student-faculty relationships are among its most defining characteristics. As one student noted, “We’re surrounded by a lot of love and support in the Upper School, and I always feel encouraged to do my best work. I have a huge support system of teachers, advisors, college counselors, mentors and friends that makes each day at Randolph a joy.” Randolph stands as a bellwether in the community. The only school of its kind in the Tennessee Valley, Randolph provides a bridge to endless possibilities by providing its students with the skills and structure for lifelong success, the confidence to experiment without fear of failure, and a chance to use unlimited imagination to pursue a broader life vision. -
The Perfect Match: OG and Technology by Fay Van Vliet F/AOGPE and Susan Christenson M.A
Winter/Spring 2017 The Perfect Match: OG and Technology by Fay Van Vliet F/AOGPE and Susan Christenson M.A. Fear is often what keeps us from pursuing new paths, so those growth may be attributed to the benefi ts of online tutoring paths are frequently left for the youth who are not laden with as it meets the needs of working parents, saves travel time, the gift of caution that time may provide. For those of us who fulfi lls requests from school districts needing our tutoring work in the area of dyslexia, technology is an area that may services, and allows the tutor to work in the comfort of their cause angst. At the Reading Center, it is mind-boggling that home! This is a win-win situation for the parents, students, Jean Osman, pioneer in the fi eld of dyslexia and school districts, and tutors. co-founder of our 65-year-old organization, is the one who has lead us into the technological age, ex- What has made the difference? How do we engage ploring areas in which e-tools may help those who apprehensive tutors? Which students qualify for on- struggle with dyslexia. As Jean Osman posed to us, line instruction? What tools do we need, and what “What would Orton do with new technology?” are the costs? How do we keep tutoring multisen- sory and consistent with the Essential Elements of Our non-profi t organization, The Reading Center, OG Instruction? intrepidly began online tutoring in 2003 with Fel- lows Nancy Sears and Jean Hayward leading the way using Engaging Tutors NetMeeting. -
Dyslexia Policies in SREB States
Policy Brief January 2018 Dyslexia Policies in SREB States Addressing the Needs of Struggling Young Readers Southern Regional Education Board SREB.org Inside Overview ............................................................................................................................................................................1 What is dyslexia and how common is it? ..............................................................................................................................1 What support should schools be prepared to offer children with dyslexia? ..............................................................................2 What is a 504 plan? ....................................................................................................................................................2 What methods work best for helping students with dyslexia learn to read well? ......................................................................3 How is dyslexia reflected in state policy? .............................................................................................................................4 Overcoming a Reluctance to Name Dyslexia ..................................................................................................................4 Resources for Training Teachers ...................................................................................................................................5 How can SREB states ensure that children with dyslexia learn to read proficiently? .................................................................6 -
Community Resource Directory
Community Resource Directory Partners in Pediatrics, LLC 8160 Seaton Place ● Montgomery, AL 36116 8134 Seaton Place ● Montgomery, AL 36116 136 East Main Street ● Prattville, AL 36067 Phone: 334-272-1799 FAX: 334-272-4876 www.mykidsdr.com Dr. Catherine Wood ♦ Dr. Susan Brannon ♦ Dr. Mendy Blakeney Dr. Elizabeth Diebel ♦ Dr. Rama Mukkamala ♦ Dr. Melissa McNally Dr. Danielle F. Speight ♦ Dr. True B. Hooper ♦ Sabrina McDaniel Colburn, CRNP Community Resource Directory Tables of contents Subject Page ADD/ADHD …………………………………………………………………………………..……………. 3 ADVOCACY ………………………………………………………………………………………………… 3 ASSISTIVE TECHNOLOGY ……………………………………………………………………………. 3 ASTHMA ……………………………………………….…………………………………………………… 4 AUTISM …………………………………………………………………………………………………….. 4 CEREBRAL PALSY ……………………………………………………………………………………….. 5 CYSTIC FIBROSIS ………………………………………………………………………………………… 5 DEAF & BLIND ……………………………………………………………………………………………. 5 DEVELOPMENTAL DELAY …………………………………………………………………………… 6 DYSLEXIA …………………………………………………………………………………………………… 6 DOWN SYNDROME ……………………………………………………………………………………. 6 EMPLOYMENT & JOB TRAINING …………….………………………………………………….. 7 EPILEPSY ……………………………………………….…………………………………………………… 7 EVENTS ………………………………………………….…………………………………………………… 7 INFORMATION & REFERRALS …………….………………………………………………………. 8 LEADERSHIP PROGRAMS ………………….………………………………………………………… 8 PROTECTIVE SERVICES ……………………..……………………………….………………………… 9 RECREATION & PARKS …………………..……………………………….…………………………… 9 RECREATION & ENRICHMENT ……….…………………………………………………………… 10 RECREATIONAL CAMPS ………………….…………………………………………………………. 11 SCHOOLS/TUTORING -
Community Resource Directory
Community Resource Directory Partners in Pediatrics, LLC 8160 Seaton Place ● Montgomery, AL 36116 136 East Main Street ● Prattville, AL 36067 Phone: 334-272-1799 FAX: 334-272-4876 www.mykidsdr.com Dr. Catherine Wood ♦ Dr. Susan Brannon ♦ Dr. Cheryl Outland, Dr. Mendy Blakeney ♦ Dr. Elizabeth Diebel Dr. Rama Mukkamala ♦ Dr. Melissa McNally ADD/ADHD Central Alabama Satellite of CHADD Provides education, advocacy, and support for individuals with ADHD. Meetings held at Bell Road Lowder Library www.chadd.netorwww.chadd.org Bell Road Lowder Library, Montgomery, AL 36117 Contact: Joy/Coordinator Email: [email protected] Phone………………………………………………………………………………………………………………………………………………………………………………334-546-0353 Learning Disabilities Association of America Offers support programs for parents, information and referrals, legislation and school program development. www.ldaamerica.org Contact: [email protected] 4156 Library Road, Pittsburgh, PA 15234 Phone……………………………………………………………………………………………………………………………………………………………………………...412-341-1515 ADVOCACY Alabama Council on Developmental Disabilities (ACDD) Provides support independence, advocacy, productivity, and inclusion for Alabamians with developmental disabilities. www.acdd.org 100 North Union Street Post Office Box 301410, Montgomery, Alabama 36130-1410 Contact: Elmyra Jones-Banks Email: [email protected] or [email protected] Phone……………………………………………………………………………………………………………………………………………………………………………...334-242-3973 Alabama Disabilities Advocacy Program (ADAP) Provides legal advocacy -
Takeaways from the Fellow Webinar: the Certified Level Application by Lisa Brooks and Deb Morris
Winter/Spring 2019 Takeaways from the Fellow Webinar: The Certified Level Application By Lisa Brooks and Deb Morris Forty-seven Fellows joined the annual live Fellow Webinar course, the candidate does not need to administer cognitive on October 11, 2018 eager to hear strategies and tips for assessments, but he or she should be able to discuss them improving trainee outcomes regarding the Certified level in the student profile. application process. With input from the Certifying and Standards committees, Lisa Brooks, F/AOGPE and Deb Mor- The candidate needs to be explicit in identifying and ris, F/AOGPE from Commonwealth Learning Center’s Profes- explaining student errors. sional Training Institute presented a 70-minute session on Annotations should detail authentic error handling with ac- writing Certified-level student profiles and lesson plans that tual errors that occurred in the lesson. The error discussion reflect Academy standards. Their goal was to provide Fel- should show the candidate’s ability to be diagnostic and lows and Fellows-in-Training with a prescriptive. better understanding of frequently- encountered application errors that Appropriate pace of instruction is may result in deferrals. key. The candidate should demonstrate Following were key takeaways from appropriate pacing and appropriate the webinar for Fellows to share rate of new skill introduction. Mov- with their candidates: ing too quickly without mastery is a common pitfall. The Fellow and the Certified candidate must work together. The candidate must maintain ano- The Fellow will guide the candidate nymity in submitted materials. in selecting appropriate students Please use a pseudonym or just and determining what constitutes a initials for the student name. -
Founding Fellow Diana Hanbury King Receives Lifetime Achievement
Fall 2016 Founding Fellow Diana Hanbury King receives Lifetime Achievement Award from National Teachers Hall of Fame by Peggy Price, FIT/AOGPE Founding Fellow, Diana Hanbury A Guide to Helping Your Child at King, Ph.D., received the Lifetime Home: Developing Foundational Skills Achievement Award from The Na- in Reading & Writing in 2015. Each tional Teachers Hall of Fame on Sat- publication contains a wealth of in- urday, June 11, 2016. The award was formation crucial for any teacher or presented at the 25th Anniversary parent working with a dyslexic child. Gala Banquet at the Marriott on the Diana has been actively involved in Kansas City Plaza. the Academy since she helped found it in 1995, as well as in the Interna- Diana has a distinguished career tional Dyslexia Association (IDA), teaching students with dyslexia frequently writing articles for the for over sixty years, is a prolifi c au- IDA Examiner. She continues to thor, and co-founded The Kildonan present at national conferences, in- School and Camp Dunnabeck. Just a cluding the Academy’s most recent few of her books include, English Isn’t annual conference in Atlanta. Crazy! The Elements of Our Language and How to Teach Them, and her in- The National Teachers Hall of Fame valuable Writing Skills series which (NTHF) is a nonprofi t organiza- includes the Writing Skills Teacher’s tion, with a museum on Emporia Handbook, Writing Skills Books A, 1, State University’s campus, which 2, 3, Writing Skills Keyboarding, Cur- honors exceptional school teachers. sive Writing Skills for Right-Handed The NTHF recognizes only fi ve of Students, Cursive Writing Skills for the nation’s most exceptional teach- Left-Handed Students, and Writing ers each June who have demonstrat- Skills for the Adolescent. -
Overseas Schools Offering Support to Children with Special Needs 2017-2018
Overseas Schools Offering Support to Children with Special Needs 2017-2018 This list of schools offering Special Education and/or Gifted and Talented programs is compiled from information collected through the 2017-2018 Summary School Information forms submitted by posts, other materials available in A/OPR/OS, and forms from previous years. The information is self-reported, is taken verbatim from submitted forms, may change from year-to-year, and is by no means conclusive or all-inclusive as school administrators may not report offering a special needs program. In addition, what is available one year may not be the following year due to staff changes. Therefore, the list is, by its very nature, incomplete and may not be reliable in some instances. It is to be used only as a starting point in the search for possible programs for children with special needs. In many instances, schooling for children with special needs in overseas locations is not comparable to that available in the United States. Parents should also be aware that many of the schools listed do not offer an American curriculum. A school whose name appears in BLUE is assisted by the U.S. Department of State. The dates in parentheses after the name of the school denote the year the information was received. Parents are STRONGLY urged to follow the suggestions outlined below in their search for a suitable program for their child(ren): 1. Use this list only as a starting point in the search for a suitable program. 2. Be very familiar with your child's school records and the present school's recommendations for accommodations.