Diagnostic Learning Teams (DLT)

Diagnostic Learning Teams (DLTs) provide short-term observation, diagnosis and explicit small-group instruction in reading, writing and word study, along with the development of teaching and learning strategies related to Language Arts, organization and independence. These strategies are then presented to each student’s school team for transfer to the classroom setting. The work of the DLTs is grounded in the Manitoba Education support document - Supporting Inclusive Schools: Addressing the Needs of Students with Learning Disabilities. 

The target group of students is in grades three to six. During the year there are four sessions of 9-10 weeks each. Schools refer a cohort of three students who have a diagnosis of (or demonstrate characteristics of) a specific learning disability in reading or writing and would benefit from short-term, targeted intervention. Students attend either a morning or an afternoon session, spending the rest of the school day in their regular school classrooms.

Parents as Partners

The Diagnostic Learning Team

• provides individual instruction in reading, writing and word study, along with development of teaching and learning strategies related to Language Arts, organization and independence;
• is available to any student in Winnipeg School Division who is referred by the home school and meets the admission criteria.

Students who benefit the most

• demonstrate characteristics of, or have a diagnosis of, a specific learning disability in reading or writing
• are in Grades 3 to 6
• display ability to focus and accept redirection, have a positive attitude toward learning
• function academically 1 to 3 years below placement in English Language Arts (reading and/or writing, as determined by school-based assessment)
• demonstrate regular attendance within the last and current school year.

Follow-up support 

At the final student sharing meeting and in a written report the DLT reading clinician will share student progress with the parents and home school team. The feedback will identify the student’s strengths as well as continuing learning needs, providing specific strategies and recommendations for ongoing programming.

Parental involvement 

Parents will:

• attend a virtual intake meeting
• support daily home reading
• sign daily communication sheet
• ensure regular attendance
• attend an in-person student sharing meeting at the end of the session

Contact

For further information, please contact: 

Jodianna Paterson
Clinical Support Services Area Service Director, Reading Department Supervisor
jpaterson@wsd1.org

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