Staff:

• Peter Doyle, lead LRP teacher, has over 30 years of education experience.  He holds a B.A. in History from Iona College, a M.A. in Learning Disabilities from DePaul University, and M.A. in Administration from the University of San Francisco. He is Illinois State-certified in Secondary History, Special Education and holds an Administration Type-75 certificate.
• Carol Pagone, LRP and Title I teacher, is available to SGHS through collaboration with Chicago Public Schools and the No Child Left Behind Act (NCLB). She holds a B.S. in Education from Illinois State University and a M.S. in Education from DePaul University. She is certified by the State of Illinois in both Elementary and Secondary Education, with endorsements in Learning Disabilities and Reading. Her 15-plus years of teaching experience has ranged from kindergarten through high school; as well as supervision of graduate students in testing and diagnosis of reading and learning disabilities at the Reading and Learning Lab of DePaul University. 

History

LRP was first introduced at SGHS in 1980 as a way to help students struggling with compensatory and test taking skills. By addressing the special needs of students and providing them with a comfortable and adaptable learning environment, LRP has helped hundreds of students excel in the classroom.

Program Objectives:

• To provide students, who have learning disabilities and difficulties, with the remedial education, compensatory skills, and tutoring they need to succeed in their academic career
• To create an environment that encourages positive attitudes toward learning and builds positive self-esteem
• To foster a sense of personal responsibility and educational independence leading to life-long intellectual growth and success

Custom curriculum planning is essential to the success of this program. Each student in LRP has an Individual Education Plan (IEP), which builds on the curriculum that a child with learning disabilities is following and is designed to set out strategies being used to meet each child’s identified needs. All IEPs contain annual goals and short-term objectives with a timetable for reaching each objective. They also help determine a student’s class schedule. A team consisting of a school counselor, LRP teacher, a parent and most importantly, the student determines the goals and objectives