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.
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.
Hill faculty and programs respond to variance among students’ 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.
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.
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.
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.