You performed a search for: Organization / Program Name(s): Learning Disabilities Association of Niagara Region

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JUMP Math Volunteer   Fort Erie  Grimsby / Lincoln / West Lincoln  Niagara Falls / Niagara-on-the-Lake  Pelham / Welland  Port Colborne / Wainfleet  St Catharines / Thorold 
Learning Disabilities Association of Niagara Region
St. Catharines or Welland
The position of JUMP Math Volunteer-Tutor supports the Learning Disabilities Association of Niagara Region (LDANR)’s numeracy tutoring program for children in Grades 1-8 who are demonstrating math difficulties due to a diagnosed or potential learning disability. This one-on-one numeracy program is designed to motivate and help children gain confidence and academic success in their fundamental math skills by pairing them with a trained numeracy tutor. It is also designed to help volunteer-tutors gain knowledge and experience in working with children who experience difficulties learning essential math concepts. Therefore, the JUMP Math Volunteer-Tutor is responsible for developing and implementing an appropriate and effective individualized numeracy program and workstation board to meet their child’s unique needs and learning styles.  
 
The JUMP Math Volunteer-Tutors will:  
 
• Support the Program Facilitator (on-site) and Math Coordinator (in office) to implement and deliver the JUMP Math program effectively; 
• Develop and implement an appropriate and effective individualized numeracy program to meet their child’s unique needs including: 
o Executing JUMP Math lesson plans using direct and explicit instruction as provided in the Tutor Guide and Student Workbooks; 
o Extending lessons with engaging, and hands-on numeracy activities and games in the areas of: number sense, math fact fluency, math applications, problem solving, and more to provide assistance for the program participant’s struggles with mathematics; 
o A unique work station (decorated file folder) where the child’s successes are emphasized through graphing, goal setting and posting mastered numeracy concepts;  
o An informal numeracy assessment on the first day of programming as well as on the last day of programming; 
o Providing a positive learning environment to invoke self-motivation and confidence for the child as he/she develops principles of number sense and computational fluency;  
o Providing regular positive feedback on the student’s progress to instill self-confidence in their academic development; 
o Completing session reports and graphs to track the child’s progress in the program; 
o Communicating effectively with caregivers on a regular basis to keep them informed of their child’s progress; 
o Assisting the Program Facilitator or Math Coordinator with tasks as required.
Gift Card Donations   Fort Erie  Grimsby / Lincoln / West Lincoln  Niagara Falls / Niagara-on-the-Lake  Pelham / Welland  Port Colborne / Wainfleet  St Catharines / Thorold 
Learning Disabilities Association of Niagara Region
Our office is located at 366 St. Paul Street in St. Catharines but our programs run Region-wide.
Reading Rocks Volunteer   Fort Erie  Grimsby / Lincoln / West Lincoln  Niagara Falls / Niagara-on-the-Lake  Pelham / Welland  Port Colborne / Wainfleet  St Catharines / Thorold 
Learning Disabilities Association of Niagara Region
The Reading Rocks volunteer tutor develops and implements an appropriate and effective individualized literacy program to meet the child’s individual literacy needs including: 
• Engaging, creative and hands-on literacy activities and games in the areas of literacy: phonics, sight words, fluency, reading/listening comprehension, spelling, grammar, sentence structure, and more to provide assistance for the assigned child struggling with literacy skills; 
• A unique work station (decorated tri-fold board) where the child’s successes are emphasized through graphing and posting mastered literacy concepts; 
• An informal literacy assessment on the first day of program (pre-assessment) as well as on the last day of program (post-assessment); 
• Provides a positive learning environment to invoke self-motivation for the child as he/she develops phonological awareness and processing skills; 
• Educates the child on how their unique learning requirements affect how they understand and use information and how this ultimately affects their ability to learn and ways they can use their unique learning as a strength; 
• Provides regular positive feedback on the student’s progress to instill self-motivation and self-confidence in their academic development;  
• Fills out session reports after the tutoring sessions to track the children’s progress; 
• Communicates with child’s caregivers on a regular basis to keep them informed of child’s progress 
• Assists the program facilitator if need be.