Our Approach

Hill aspires to be a learning hub for students, educators, families, researchers, and leaders in the field committed to advancing equitable, research-based, differentiated practices. Hill Learning Center programs for students and educators share the following principles in support of students with learning differences and attention challenges.

Research-based:

Hill faculty, tutors, and trainers participate in ongoing professional development, and Hill develops partnerships with academics and other experts and leaders in the field, to infuse research-based practices into all Hill classrooms, programs, and professional development.

Differentiated:

Hill faculty and programs respond to variance among studentsā€™ readiness and learner profile by identifying specific strengths, gaps, and weaknesses and differentiating content, strategies, instruction, and support to meet the needs of each individual student.

Direct, multi-sensory instruction:

Hill classrooms and trainings are grounded in Orton-Gillingham principles for teaching students with reading issues. Faculty use a structured, multi-sensory approach to direct instruction that breaks down skills and concepts, builds sequentially, and uses multiple pathways to help students learn.

Mastery-based:

Hill programs incorporate explicit progress monitoring into every student learning experience, and students do not move forward if they have not mastered a specific skill or concept.

Equitable:

Hill strives to ensure the needs of all learners are understood and met equitably by building partnerships that reach students who would not otherwise have access to tuition-based programs and incorporating culturally responsive pedagogy and content into Hill professional development and classrooms.