Consulting in a School: A New Meaning for Early Intervention

Abstract

Trinity Episcopal School, located in New Orleans, Louisiana, is a member of the Independent School Association of the Southwest. The school educates approximately 405 children per year in grades pre-kindergarten through eighth grade. The curriculum is academically challenging and is designed for a student body with standardized aptitude scores generally in the high average and above range. During the past five years, the school has developed a comprehensive early intervention initiative within its pre-kindergarten and kindergarten classes. This program involves collaboration between and among the classroom teachers and this author, the preschool learning specialist (PLS). The PLS has a master's degree in applied child development as well as teaching certificates in early childhood education (including elementary education) and teaching young children with special needs. She works with the classroom teachers to identify and support individual learning strengths as well as weaknesses that may put children at risk for later learning problems. The PLS provides direct remediation and enrichment, offers technical support to the classroom teachers, performs standardized screenings, initiates outside diagnostic and remediation support when indicated, provides parent support, and coordinates the therapy, home, school triad. The school provides free space for on-site speech and language therapy as well as occupational therapy when needed. The services of the PLS are covered by school tuition, although parents may pay for additional tutoring from another member of the learning support team. Parents contract privately with outside specialists.