Learning Lab

The primary focus of our Learning Lab is to provide a warm and encouraging environment in which to support students in their academic endeavors. Our Learning Lab Coordinator (LLC) oversees students’ daily work and, as needed, provides them specific organizational, motivational, and life skills that facilitate their increasing capabilities and independence in all facets of learning: reading for information, asking questions, analyzing material, reasoning and making logical deductions, researching, and using the information. Good study/learning skills equip students to complete their own work through high school and beyond.

At the beginning of each Learning Lab day, our LLC collaborates with the student to identify:

  1. The assignments due, and prioritizes them appropriately
  2. The resources needed to complete the assignments, and how the student would access those (i.e, texts, websites, worksheets, lab manuals, etc.)
  3. The goals for that Learning Lab day

During the course of the Learning Lab, the LLC monitors student progress.

Students take regular breaks, including Lunch break (11:45am – 12:25pm)

In the last hour of Learning Lab, the LLC reviews the student’s progress through the day’s assignments and communicates to parents the status of those assignments: Complete; In-progress long-term; Need completion at-home. Parents thus know which assignments, if any, need to be completed later that day.

Parents are responsible for communicating to the LLC, prior to each Learning Lab, any approved modifications or exemptions to Trinity Prep assignments. If none have been communicated, the LLC assumes the student is responsible for ALL assigned work, and on the assigned due date.

Learning Lab is available for students in 5th grade and above, as it requires the ability to work independently with Trinity Prep curricula.

Barton Reading Program Service

If reading tutoring is requested by Trinity Prep parents for any Learning Lab students, our 2017-18 LLC, Mimi Turner, will provide reading support through the Barton Reading Program. The Barton Reading Program has proven successful in improving reading decoding, comprehension, and fluency for people with dyslexia and other visual processing disorders that can interfere with typical acquisition of reading skills.

To obtain this service:

$500.00 Initial Fee is due; this covers the first five levels of the Reading Program. Additional fee of $100 is due for each additional level completed (maximum 10 levels, $1000.00)

An initial consultation with Mrs. Turner is arranged with the parents. Follow-up consultations are scheduled as necessary.

Mrs. Turner conducts an initial assessment of the students current reading skill level.


Mrs. Turner works with the students through the 10 levels of the Barton Reading Program*, always beginning at the first level and progressing sequentially according to the individual student’s pace.  This reading support is scheduled during both Learning Lab days each week.

About Mrs. Turner:

I look forward to implementing the highly successful Barton Reading Program. I will utilize my broad experience from teaching my own 3 children to read, one of whom began reading at age 3, one who had some learning challenges, and one who is dyslexic. I will also incorporate Montessori elements to provide additional instruction and understanding when necessary. 

A brief overview of how the Barton Reading Program works:

  • The Barton Reading Program is “multisensory.” It uses all the senses to help students make connections between sounds and words.
  • Barton encourages one-on-one teaching for best results. The maximum number of students working with one instructor is three.
  • It spends more time than most programs on spelling. It also goes beyond reading basics.
  • To help students build vocabulary, for example, advanced levels teach Latin roots (such as ambi indicating both, as in ambidextrous) and Greek combining forms (such as phobia indicating a fear of something).
  • Barton aims to take the guesswork out of reading and spelling. It does this by having students memorize rules and practice using them with real and nonsense words.