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Learning Centers

About

Davis School District’s Learning Centers are Special Day Classes for students with mild/moderate disabilities.  The students in Learning Centers have varying disabilities ranging from Autism to Learning Disabilities to Emotional Disturbances.  The IEP teams at their school have determined that the student’s needs warrant full day support typically for both academic and behavioral concerns and the District LRE Process is followed.  Learning Centers teach both special education and general education curriculum.

Behavior Strategies

What are behavioral strategies used in Learning Centers?

Students are typically placed on a Level System for behavioral change.  Participation in mainstreaming opportunities is contingent upon performance within this system.   Student expectations are clearly defined and the student must perform and maintain at these expected levels to increase the likelihood of success in a mainstream classroom. 

In addition to the Level system, individual and group reinforcement programs are used to encourage and support positive behavioral expectations. 

Instructional strategies are also implemented to improve expected behaviors. 

Occasionally, reductive techniques such as privilege removal, seat away and time out procedures are used.  The philosophy of Learning Centers is that positive programming will alleviate many negative behaviors; however, some reductive techniques are needed in certain situations.

What does it look like?

How is instruction delivered in a Learning Center? 

Instructionally, the typical student in a Learning Center benefits from direct instruction in small group (2-6) and large group (10-15) settings.  In addition, the structure of the Learning Center is important for student success.  Classroom/daily schedules are posted, forewarned and followed.  The Level System also provides the consistency and structure that defines a Learning Center. 

Do Learning Center students spend their entire day in their self-contained classroom? 

Learning Center students spend the majority of their day in the self-contained classroom.  When they are exhibiting increased behavioral and social successes, they may be mainstreamed into a general education classroom or into a resource program with support.  As their successes continue to increase, the students are then given more opportunities outside the Learning Center until the school team determines that the Learning Center support is no longer needed.  When the team determines this, the District LRE process is followed. 

The philosophy of Learning Centers is to provide students with the instruction, supports and structure needed to help them be successful in a general education classroom.  The instruction and behavioral modification used focuses on skill improvements and positive supports needed to improve performance.  Reinforcement is the primary behavioral strategy used and individual behavior plans are developed and followed.  Negative consequences are also used when appropriate in a Learning Center.

What do Learning Center classrooms look like? 

Learning Center teachers make every effort to make their classroom environment similar to a general education classroom.  This means that students have individual desks and places for personal items.  In addition, there are both large group and small group instructional areas.  Curriculum, extra- curricular programs and technology are utilized to a similar extent as other general education classrooms.  The classroom may have seat away (non-exclusionary time out) and time out (exclusionary time out) areas.

Where are Learning Centers?

Where are the Learning Center classrooms located and how do students get assigned to their locations? 

Learning Centers are located in several school buildings throughout Davis School District.  They are divided by grade levels; typically K-2nd grades, 3-4th grades, 5-6th grades, jr high, high school.  Student location determinations are made by the district office.  Students are placed in classrooms that will accommodate their grade placement and as close to their boundary school as possible.  Attempts are made by the district office to equalize case loads and to minimize student combinations that are toxic.

Team Contacts:

Supervisor - Functional Skills & Learning Center - Patty Arbon

PARBON@dsdmail.net | 801-402-5151

  • Patty oversees the k-12 programs for students with significant cognitive disabilities in self-contained functional skills classes and students with mild/moderate disabilities in self-contained learning centers. She also oversees Medicaid and private nursing services. Patty collaborates with and provides guidance for school administrators and teachers as they work with families of students with disabilities.

Coordinator - Pre-K12 Learning Centers/DDRC - Lorie Coates

Lorie Coates

lcoates@dsdmail.net | 801-402-5151

As coordinator for the self-contained classrooms, Lorie provides technical assistance for the self-contained learning center teachers (preschool, elementary and secondary), in the areas of behavior, LRBI, individualized behavior plans, and other responsibilities as needed. She heads up the Human Rights Committee. Lorie is also responsible for directing the Davis Diagnostic Resource Center (DDRC)-(ext.25955). The center’s primary responsibilities include: performing second opinion assessments (referred by District Coordinators or Special Education Director), reviewing file information for students moving into Davis School District who have a self-contained level of special education services, processing treatment for students who have been recently placed in hospital settings for mental health considerations, providing general assessment resources and training to school teams.

Elementary Teacher Specialist - Learning Centers - Kimberly Rich

Kimberly Rich

krich@dsdmail.net | 801-402-5169

Her duties include: 
• Assist Elementary LC Classroom Teachers with curriculum and student behavior needs. 
• Train Elementary LC Classroom Teachers on specific curriculum used in LC classrooms.
• Train and support LC Classroom Teachers on necessary IEP paperwork.
• Support LC Classroom Teachers by regular on-site visits.
• Collaborate with LC Classroom Teachers on special projects.
• Collaborate and plan at weekly meetings with LC team members.
• Work with parents and administrators to support individual students.
• Plan and conduct monthly trainings for LC Classroom Teachers on a variety of topics specific to students and classroom needs.
• Safety Care Trainer: Teach positive behavior strategies and safe physical management procedures to school teams in DSD.

Secondary Teacher Specialist - Learning Centers - Emilee Midget

Emilee Midget

emidget@dsdmail.net | 801-402-5169

Her duties include: 
• Assist Secondary LC Classroom Teachers with curriculum and student behavior needs. 
• Train Secondary LC Classroom Teachers on specific curriculum used in LC classrooms.
• Train and support LC Classroom Teachers on necessary IEP paperwork.
• Support LC Classroom Teachers by regular on-site visits.
• Collaborate with LC Classroom Teachers on special projects.
• Collaborate and plan at weekly meetings with LC team members.
• Work with parents and administrators to support individual students.
• Plan and conduct monthly trainings for LC Classroom Teachers on a variety of topics specific to students and classroom needs.
• Safety Care Trainer: Teach positive behavior strategies and safe physical management procedures to school teams in DSD. 
• Safety Care for Families Trainer: Teach positive behavior strategies and safe physical management procedures to parents and family members of students with disabilities in DSD.