At CVCHS and in the Learning Resource Center, we believe that each student is unique and can succeed.  The school's mission is to serve students by guiding God's children toward a life of responsive Christian discipleship.  The Learning Resource Center is a facility designed to help all students achieve academic success at CVCHS.  In it, we provide a safe, comfortable, and quiet learning environment where one-on-one help for each student is the goal.  Through reteaching and various accommodations, we strive to optimize the learning experience for each LRC student.  If you have any questions or concerns regarding your student(s), please contact the LRC teachers.

What is the Learning Resource Center?

The LRC is an Educational Support Center/ tutorial center for students with learning disabilities.  A student is said to have a learning disability when a severe discrepancy exists between the intellectual ability and achievement in one or more of the following academic areas:

• Oral Expression

• Listening Comprehension

• Written Expression

• Basic Reading Skills

• Reading Comprehension

• Mathematics Calculation

• Mathematics Reasoning

The discrepancy is due to a disorder of one or more of the basic psychological processes and is not the result of environmental, cultural or economic disadvantages.  In addition, the discrepancy cannot be corrected through other regular services within the regular instructional program. 

Referral Process:

• A student can be referred by a student’s present teacher/or teachers along with  evidence   provided by the teacher as to why resource services may be needed.

• Information/Questionnaire completed by the parents.

• Testing is then performed once the necessary documentation is completed.  After test results are back the parents, guidance office, and Resource Department meet to discuss the results of the test.

Eligibility Criteria:

• A student is eligible to become a part of the Learning Resource Program only if test results show that they have a severe discrepancy in intellectual ability and academic performance. 

• The student received LRC support at grade school and/or middle school level.

• The student is achieving at least one grade level or more below expectations in reading, humanities, sciences, or math.

• Current Report Card grades of D or failing.

• Academic probation status.

• A referral can also be made by the Individualized Accommodation Program Team.

• A student cannot “join” resource just because of poor grades; they must go through the referral and testing process.  If they do not test into resource they are not eligible for the program. 

Three Levels of Resource:

Level One:   The Guidance office offers intervention strategies such as weekly progress reports/homework sheets for students who are struggling, but probably would not qualify for resource help.

Level Two:   Daily Tutorial Support and study skills applications. (Also offered through the Guidance Office).

Level Three:   Scheduled Daily Resource or Study Skills Class period.  Here we first establish an Individualized Accommodation Plan.  These are accommodations that have been recommended per testing results.  Each resource student has one and a copy is given to their teachers so they know the accommodations their students need to be more successful in the classroom.  The resource teacher completes an accommodation plan based on testing results and then an IAP meeting occurs between the resource teachers, the teachers of the student, the parents, as well as the counseling office.  Once the accommodations have been agreed upon, all sign and the accommodations are put into action.

• Students receive daily help with homework.

• Notes/ and/or explicit study guides are also provided.

• Study strategies/skills are also taught and reinforced.

• Students in Study Skills as well as Resource receive the accommodations stipulated on their IAP’s.

**Students in Study Skills with Mrs. Anderson are taught weekly study skills and are more able to work independently as well as cooperatively.  Students in LRC need more one on one attention and are less able to function independently or with the assistance of peers (cooperative groups).