The Learning House: A History of Comprehensive Education Solutions

The Learning House has a rich history of providing comprehensive online education solutions and specialized academic programs. This article explores the evolution of The Learning House, its philosophy, academic approach, and its impact on students and the broader educational landscape. It also delves into the story of Edmark's "House" series of educational software, which shares a similar name and focus on learning.

The Learning House: A Partner in Online Education

The Learning House emerged as a comprehensive online education solutions partner, dedicated to assisting colleges and universities in the development and management of their online education programs. They offer a complete online campus solution to each of its partner schools, including online course development and publishing, learning management system customization and hosting, online program marketing, 24/7 technology support, faculty and staff training, online faculty sourcing, and online education consulting.

Learning House staff members develop and manage a large number of courses, certifications, and degree programs delivered through various learning management systems via the Internet. They build and manage online campuses and distance learning library services. They train educators and business professionals in developing and teaching online learning courses and assist all partner schools in promoting their online degree programs through traditional and internet marketing strategies.

In December of one year, Virginia Wesleyan College received approval from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to move from a Level II to Level III institution, enabling the College to offer the master’s degree as the highest degree. Virginia Wesleyan partnered with The Learning House to enhance enrollment management and marketing efforts for the College’s new online programs.

Virginia Wesleyan began offering an online Master of Business Administration in the summer of 2017 and two online bachelor’s degree-completion programs for adult students in the fall of 2017. A traditionally delivered Master of Arts in Education was also scheduled to begin in summer 2017.

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The Learning House Philosophy and Approach

The Learning House provides a unique blend of academic education, counseling, work experience, and outdoor education designed to serve children ages 12-21 who have been determined eligible to receive special education under section 14.702 of the Illinois School Code in the categories of ED/SLD/OHI/Autism.

Students who attend The Learning House enter a community that is supportive, nurturing, and receptive to their needs. Mutual trust, respect, and encouragement are primary to the relationships fostered between students and staff.

The Learning House community asks that every member be responsible and accountable for their contribution to the community. As students work within The Learning House community, they are faced with a multitude of choices, made on their own, with the help of peers, or with the guidance of adults. Throughout their experience at The Learning House, students are asked by the community to accept responsibility for their choices.

The goal of The Learning House is to provide a consistent, yet supportive, approach to helping its students make better choices. When students learn to make better decisions, not because they were forced to or because of an artificial reward, but because they choose to, they are in essence preparing themselves for the demands that will be placed on them in less restrictive educational settings and in their life after graduation.

Putting the Philosophy Into Practice

Students are involved in the decision-making processes at The Learning House. Decisions regarding day-to-day rules, policies, and events are made by the three groups of people who are at The Learning House on a day-to-day basis. During morning meetings and community planning groups, these decisions are made in a democratic fashion by the students, the staff, and the administration of The Learning House.

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Decisions regarding overall operations and philosophies of The Learning House are approved and discussed by The Learning House Advisory Board. This board is comprised of equal representation from the following groups of people: staff, students, parents, school district representatives, foundation board representatives, and the Director who reports to this board.

Academics at The Learning House

The Learning House provides a wide variety of curricula, including all of the required courses for graduation as well as additional electives such as autos, woods, and foods. Every course is taught stressing improvement in the basic skills of reading and writing, while providing the motivational attributes of a hands-on experience.

The use of Mastery Learning applies The Learning House philosophy into the classroom. Within the Mastery Learning approach, students must complete assignments on a mastery level (80% or better) before moving on to their next assignment. This approach is continued on a semester basis so students not completing one semesters work remain in the class until the subject area has been mastered. Once a student completes the coursework, he is asked to give input into choosing his next course of study.

Each student at The Learning House has a post-high school transition plan which aids students in preparing for life after high school. For example, students are given the opportunity to research colleges and jobs with the help of a staff member. Students are given the materials and support necessary for whatever their individual post-high school goals may be.

Counseling Services

Each student is assigned to an individual therapist who meets with that student on a weekly basis. The students also participate in group counseling designed to help foster a safe environment in which students can discuss issues among their peers. Each group is designed to address a different set of needs. As these needs change, the groups are reevaluated and redesigned to accommodate the community.

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The student’s school environment only makes up approximately 40% of their total environment. Because the student’s family is such a key element in the student’s total environment, The Learning House makes every effort to encourage the blending of school and family. Family therapy is scheduled every month in order to address and support the family’s efforts at home as well as to encourage the family’s support of their student’s efforts at school. Additionally, parental involvement in support groups and the Parent-Teacher Organization is requested on a bi-monthly basis. The Clinical Director is available to the student and his/her family 24 hours per day for crisis intervention.

Work Program

Students entering The Learning House are asked to help in the basic housekeeping duties at school on a day-to-day basis. In response to their help in this area, they receive an “allowance” of six dollars every other week.

As students progress, they may apply for a job within the student work program. The work program provides the students with a “mock” work experience through which they can develop transferable job skills while earning a paycheck. Students are exposed to the traditional demands of the workplace, including promptness, efficiency, maintaining relationships with co-workers and supervisors, and the alliance between actual job performance and merit pay raises.

Students also receive academic credit for their participation in the work program. All revenues earned from the completed jobs are deposited into the student treasury. Any profits that are held after the students are paid their “allowance” or their “wages” are available to the student community to be spent in any manner the community sees fit. As students progress through this program, opportunities for employment in their local community and early dismissal from school are available.

Recreation and Outdoor Education

The Learning House encourages students to plan recreational field trips of their own choosing. After the community has decided upon the desired activity, the staff at The Learning House will be available to provide assistance and supervision in the preparation and the participation of the event.

Additionally, The Learning House participates in the Chicago Area Alternative Educational League (CAAEL). CAAEL encourages students to participate in sports such as basketball, volleyball, softball, and flag football, while stressing the importance of good sportsmanship, teamwork, and academic eligibility.

The Learning House also strongly supports the notion of Outdoor Education. During the summer, the staff and students at The Learning House, through monies raised by The Learning House Foundation, participate in a number of outdoor educational experiences designed to foster qualities of teamwork, cooperation, self-esteem, goal setting, and trust in a relaxed atmosphere away from school. These activities include, but are not limited to, rock-climbing, water-skiing, ziplining, horseback riding, and an expanding range of similar adventures.

Daily Schedule

Each day begins with a morning meeting in which issues regarding the day’s activities and events are discussed. There are three, forty-minute class periods in the morning with a four-minute “passing period” between each class. After the first three academic periods, students go to study hall or complete their assigned “chores” for 25 minutes. They then participate in group therapy for 40 minutes, followed by lunch for 40 minutes.

After lunch, there are three more periods of academics (unless students are eligible for early dismissal, at which time the students are dismissed at noon). This schedule occurs Monday through Friday unless there is an outdoor education trip scheduled, where the students will attend school until 3:30.

The Learning House Student Profile

A typical Learning House student is between the ages of 12 and 21. Most of the students who come to The Learning House possess average to above-average intelligence, yet their history in school has been unsuccessful thus far. Issues of truancy, socially inappropriate behavior, poor organizational skills, and lack of work production or even specific learning disabilities are common problems that have been identified in the student’s previous school history.

The most critical attribute of a student attending The Learning House is his/her own desire to attend. The first choice offered to students at The Learning House is whether or not to make the commitment to attend and participate. When a student is allowed the freedom and responsibility of choice, he/she is more apt to follow through with those choices in a manner that meets his/her own needs.

Area Served

The Learning House is located in Wheeling, Illinois. Due to our location, the majority of our students come from Northern Cook and Southern Lake Counties. Students’ home schools include, but are not limited to: Warren, Leyden, Lake Zurich, Evanston, Lake Forest, Libertyville, Vernon Hills, Stevenson, Deerfield, Highland Park, New Trier, Grayslake, Wauconda, Elmwood Park, Prospect, Waukegan, and Grant.

Partnerships and Collaborations

Learning House supports colleges and universities in developing and delivering online programs. In addition, Learning House has a portfolio of corporate partnerships, including its Partner Plus services, which help industries develop and retain a skilled workforce through tuition reductions at a network of regionally accredited, not-for-profit colleges and universities.

Learning House partnered with HOSA-Future Health Professionals, an international student organization focused on health science education, to sponsor a scholarship program for HOSA student members, advisors, and alumni. Learning House also facilitated educational symposiums and workshops at the HOSA International Leadership Conference.

Acquisitions and Future Directions

Learning House was founded in 2001 and specializes in working with small to medium-size private nonprofit colleges and universities to launch online programs with a focus on teaching. Learning House was bought by the investment firm Weld North in 2011 for an undisclosed amount. In the future, the companies will identify opportunities to consolidate.

Key Personnel

Mark Fisher: Founder and Executive Director of The Learning House since 1990.
Aneta: Holds her LMFT and has experience working in community and school-based settings.
Sandy Schwartz: Director of Education at The Learning House since June 2015.
Kevin: Office Manager at The Learning House since 2015.
Alissa: Licensed Clinical Social Worker.
Tom: Math Teacher at The Learning House since the 2014-2015 school.
Matt: Senior Teacher at The Learning House.
Connie: Enjoys working with students and hopes to become a Special Education Teacher.
Brian: Was a previous student at the Learning House and graduated in 2012.
Sinatra: Shares life experiences and the importance of working hard to persevere.
Jasmine: Was a previous student at the Learning House, graduated in 2017.
Kelly: Has worked in the field of special education for 7 years.

Edmark's "House" Series: A Parallel in Educational Software

Edmark, a software company, also developed a series of educational software known as the "House" series. Each different game focuses on a particular major learning category with selectable skill settings for preschoolers, kindergarteners, and elementary learners.

The series included:

Millie's Math House (1992): Focused on mathematics.
Bailey's Book House (1993): Focused on language. Bailey's Book House was released in June 1993, and stars the cat Bailey.
Sammy's Science House (1994): Focused on science. Sammy's Science House was released on July 1, 1994, and stars the snake Sammy. It primarily focuses on biology, experiments, and matter divided into seven activities (five in earlier versions).
Trudy's Time and Place House (1995): Focused on history and geography. Trudy's Time and Place House was released in September 1995, and stars the crocodile Trudy. It primarily focuses on geography, simulation, and time divided into seven activities (five in earlier versions).
Stanley's Sticker Stories (1996): A spin-off where players create animated storybooks with the series' characters.

Edmark also released software with two house series combined, each of which included half of the respective software's activities: Millie & Bailey Preschool and Millie & Bailey Kindergarten. Millie & Bailey is a two-part edutainment video game series featuring the titles Millie & Bailey Kindergarten and Millie & Bailey Preschool.

Most of the activities in every game have two modes, one to allow learners to explore and try it out for themselves and the other for learners to follow specific tasks set by the game characters. Learners also have the option to print pictures of creative activities and record sounds in phonics activities. In addition, the programs can be configured by an adult mode to suit students with special needs.

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