Primary Division

Student Support Services

Student Support Services are an integral part of Casady’s commitment to support students, parents, and faculty in nurturing the whole student in mind, body, and spirit. These services are designed to enhance the academic, learning, social, emotional, and behavioral needs of all students and students who may need more targeted or intensive support. 
Supports and Services:
  • Support diverse learners and academic achievement
  • Assist with academic assessments and testing 
  • Consult with parents, teachers, and administrators
  • Develop and monitor Learning Profiles, intervention plans, and student progress
  • Help facilitate and support cross divisional wellness, prevention programs, and social-emotional learning integration
  • Conduct screenings for academic, behavioral, psychological, and/or social-emotional at-risk behaviors or concerns 
  • Provide individual and group academic support
  • Facilitate accommodations for ACT and SAT
  • Provide short-term individual and group counseling   
  • Facilitate crisis interventions and response
  • Provide trainings and professional development 
  • Collaboration with families and community partners
The Learning Profile:
For students with mild to moderate diagnosed learning differences and/or mental health conditions that may significantly impact the way that they learn, the Division Specific Learning Specialist may recommend accommodations and supports which are documented through Casady’s Learning Profile.  The Learning Profile is an annual reflection of the student’s:
  • Learning Difference or Diagnosis 
  • Strengths and needs of the previous academic year
  • Accommodations needed for academic, social, emotional, and behavioral growth to foster independence and success
  • Goals & Progress Towards Goals
  • Outside community supports and services

Meet the Team

Tai Shriner, M.Ed
Primary and Lower Division Learning Specialist
shrinert@casady.org
405-749-3182
Aimee Hanneman, M.Ed., CALT-QR
Lower Division Reading Specialist
hannemana@casady.org
405-749-3240
Misty Reed, M.Ed.
Middle Division Learning Specialist
reedm@casady.org
405-749-3123
Marla Linton, M.Ed.
Upper Division Learning Specialist
lintonm@casady.org
405-749-3255

Candice Clinton, M.Ed., LPC
Counselor
clintonc@casady.org
calendly.com/clintonc
405-749-3189
Director of Student Support Services
Jeri Baucum McKinney, Ph.D. NCSP
mckinneyj@casady.org
calendly.com/mckinneyj
405-749-3129

Division-Specific Support Services

List of 4 items.

  • Primary Division

    Primary Division Learning Specialist:
    • Gather information and consult with a team to identify students who need accommodations in the classroom and/or additional support based on the following criteria: diagnosed learning difference, teacher recommendation, screening results, and/or parent referral.  If needed, develop a Learning Profile.  
    • Provide direct intervention to students individually or in small groups.
    • Monitor student progress to evaluate accommodations and interventions.  Adjust the Learning Profile accordingly.  
    • Serve as liaison between students, parents, and teachers.
    • Consult and provide professional development for faculty to assist them as they support their students.
    • Collaborate with the Student Support Services team to provide a school-wide system of support for diverse learners, with specific consideration given to transitioning students to the next division.
    • Coordinate administration of testing for students in kindergarten through fourth grade.  Analyze and interpret the data to help make decisions for providing support to students.
    Director:
    • Consultation with the Primary Division Director, teachers, faculty, and parents
    • Crisis response and intervention
    • Screenings for academic, behavioral, psychological, and/or social-emotional at-risk behaviors or concerns 
    • Assist the Learning Specialist with the development and implementation of intervention plans, learning profiles, and/or the delivery of supports and services for diverse learners
    • Short-term individual and group counseling to students
    • Observation of learning environments 
    • Progress Monitoring
    • Provide referrals to appropriate community resources for services when necessary
    • Serve as liaison between the school and professionals in the community resources 
  • Lower Division

    Learning Specialist:
    • Gather information and consult with a team to identify students who need accommodations in the classroom and/or additional support based on the following criteria: diagnosed learning difference, teacher recommendation, screening results, and/or parent referral.  If needed, develop a Learning Profile.
    • Provide direct intervention to students individually or in small groups.
    • Monitor student progress to evaluate accommodations and interventions.  Adjust the Learning Profile accordingly.  
    • Serve as liaison between students, parents, and teachers.
    • Consult and provide professional development for faculty to assist them as they support their students.
    • Collaborate with the Student Support Services Team to provide a school-wide system of support for diverse learners, with specific consideration given to transitioning students to the next division.
    • Coordinate administration of testing for students in kindergarten through fourth grade.  Analyze and interpret the data to help make decisions for providing support to students.
    Reading Specialist:
    • Consult with teachers and PD/LD Learning Specialist to identify division students who need language arts support based on the following criteria: diagnosed learning difference, teacher recommendation, screening results, and/or parent referral
    • Teach selected students individually and/or in small groups to provide additional direct instruction/intervention in areas such as phonemic awareness, phonics, vocabulary, fluency, comprehension, spelling, and written expression.
    • Serve as liaison between students, parents, and teachers.
    • Consult and provide for professional development with faculty to assist and support their students.
    • Assist PD/LD Learning Specialist in coordinating the administration of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) screening for students in kindergarten through fourth grade in Primary and Lower Division. Analyze and interpret data to help make decisions for providing support to students.
    • Collaborate with the Student Support Services team to provide a school-wide system of support and services for diverse learners with specific consideration given to transitioning students to the next Division.
    Director:
    • Consultation with the Lower Division Director, teachers, faculty, and parents
    • Crisis response and intervention
    • Screenings for academic, behavioral, psychological, and/or social-emotional at-risk behaviors or concerns 
    • Assist the Learning Specialist with the development and implementation of intervention plans, learning profiles, and/or the delivery of supports and services for diverse learners
    • Short-term individual and group counseling to students
    • Observation of learning environments 
    • Progress Monitoring
    • Provide referrals to appropriate community resources for services when necessary
    • Serve as liaison between the school and professionals in the community resources 
  • Middle Division

    Learning Specialist:
    • Collaborate with the Learning Resource Team to provide a school-wide system of supports and services for diverse learners with specific consideration given to transitioning students to the next Division
    • Remediation of learning differences as identified in psychoeducational testing.
    • Coordinate the provision of accommodations based on psychoeducational testing as detailed in the Learning Profile.
    • Coordinate the referral process for students to receive psychoeducational testing
    • Work with the Director of Student Support Services, Middle Division Director, students, teachers, and parents to develop Learning Profiles for students with diagnosed learning differences.
    • Study skills instruction and planning, and instruction in organizational skills.
    • Direct observation of students of concern in the classroom.
    • Liaison between students, parents, and teachers.
    • Screen for learning differences, ADHD, and other academic, social, and emotional disorders.
    • Liaison between psychologists and school for the purpose of expediting the psychoeducational evaluation process.
    • Continuous monitoring of student growth and progress in relation to academic achievement plans, and study and organizational skills.
    Counselor:
    • Assist students in the areas of social-emotional development, mental health, and wellness.
    • Advocate for student well-being by acting as a resource for all students when their needs extend beyond the classroom.
    • Listen to and help students process their concerns about academic, relational, or social-emotional problems. 
    • Help students identify personal goals and plans, develop decision making skills, and teach healthy coping and positive social skills.
    • Provide short-term and goal-focused counseling. School counselors do not provide therapy or long-term counseling; however, we are prepared to recognize and respond to student mental health needs and to assist students and families seeking resources.
    • Assess student needs and assist families in making referrals to obtain services at social agencies, community agencies, and/or alternative programs. 
    • Work with teams to provide crisis response and intervention support as they navigate crisis and emergency situations.
    • Consult with faculty, staff, and parents of students. 
    • Collaborate with the learning resource team to provide mental health support for students through a tiered system of support.
    • Guide, coordinate, facilitate and/or assist with the upper and middle division wellness and preventative programs.
    • Provide trainings and workshops for faculty and parents
  • Upper Division

    Learning Specialist:
    • Coordinate accommodations for students on Learning Profiles as well as for those on a temporary basis.
    • Consult with teachers and advisors concerning the individual needs of students.
    • Monitor student progress and learning directly and indirectly through parents, advisor, and teachers.
    • Provide remediation and instruction for students with learning differences and study skills and organization skills for students both with and without Learning Profiles.
    • Monitor students using accommodations on assessments.
    • Make requests for accommodations to College Board and ACT.
    • Coordinate referral process including classroom observation, parent interview, screening, and psycho-educational assessment when appropriate.
    • Coordinate learning services and resources with Learning Specialists and Division Directors across divisions.
    • Collaborate and consult with the Director of Student Support Services, Division Director, Dean of Students, Associate Dean of Students, Academic Dean, and Counselor to facilitate learning services to all students.
    Counselor:
    • Assist students in the areas of social-emotional development, mental health, and wellness.
    • Advocate for student well-being by acting as a resource for all students when their needs extend beyond the classroom.
    • Listen to and help students process their concerns about academic, relational, or social-emotional problems. 
    • Help students identify personal goals and plans, develop decision making skills, and teach healthy coping and positive social skills.
    • Provide short-term and goal-focused counseling. School counselors do not provide therapy or long-term counseling; however, we are prepared to recognize and respond to student mental health needs and to assist students and families seeking resources.
    • Assess student needs and assist families in making referrals to obtain services at social agencies, community agencies, and/or alternative programs. 
    • Work with teams to provide crisis response and intervention support as they navigate crisis and emergency situations.
    • Consult with faculty, staff, and parents of students. 
    • Collaborate with the Student Support Services team to provide mental health support for students through a tiered system of support.
    • Guide, coordinate, facilitate and/or assist with the upper and middle division wellness and preventative programs.
    • Provide trainings and workshops for faculty and parents
Casady School welcomes a student body that reflects the diversity of the world around us and therefore does not discriminate on the basis of race, color, religion, gender identity, sexual orientation, socioeconomic status, nationality, or ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, athletics, and other school-administered programs generally accorded or made available to students at the School.
Casady School is an independent, co-educational, college preparatory, Episcopal day school serving students in pre-k-12. Educating Mind, Body, and Spirit.