Student progress is measured in four key areas:
-Awareness, understanding, and acceptance of one’s individual learning differences, challenges, and strengths
-Motivation for and commitment to making a change
-Evidence of a growing mastery of compensatory strategies and self-advocacy skills
-Application of strategies in academic programs and elsewhere
Primary Academic Support Contacts
Neil Stone, Director of Academic Support - firstname.lastname@example.org
Phil Hodosy, Associate Dean of Academics & Faculty - email@example.com
- How are students placed in Academic Support?
- Is there “drop-in” help in the Academic Support office during the school day?
- Is documentation of a learning disability or other significant learning difference required for students to have classroom accommodations?
- What can be used for documentation of a learning difference and the need for accommodations?
- What constitutes a disability or learning difference and a need for an accommodation?
- Does the Academic Support office evaluate students for or diagnose students with learning disabilities or differences?
- What academic accommodations are available for Suffield Academy students who qualify?
- What if my child’s evaluation lists other accommodations?
- How many times a week may a student attend Academic Support?
- When are the sessions scheduled?
- How is information about a student’s learning difference and need for accommodations communicated with faculty and staff working with the student?
- Who is responsible for providing the accommodations?
- Does Suffield Academy provide assistive technology for students?
- Will the Academic Support office assist families in understanding the process of applying for accommodations on college entrance standardized tests?
- Does the Academic Support office hold yearly “team meetings” with teachers to review a student’s progress or discuss evaluation results?