If a student has a diagnosed learning difficulty that hinders his or her ability to access information or demonstrate knowledge in a manner appropriate to his or her ability level, then we strive to find the appropriate accommodations that provide space and opportunity for that student to learn and grow academically. At the same time, inappropriate accommodations can hinder a student’s academic and personal growth while creating an unfair opportunity for some. As a general rule, accommodations may not alter what a test or assignment is trying to measure. Accommodations are not the silver bullet but rather one tool that we use to enhance student learning. It is important that students develop self–awareness and advocacy while improving school navigation and learning skills.
Students who have a documented learning difficulty may be considered for formal academic accommodations after a thorough review process. The first step is to have a student diagnostically tested and submit that testing to the Accommodations Coordinator. In order for a student to be considered for accommodations, testing must be within the last three years. Once testing is received, the Accommodations Coordinator will review and contact the requesting family for a meeting. Accommodations are reviewed on a yearly basis.
If a student has not yet been tested and diagnosed, the Accommodations Coordinator will discuss with the family interventions that can be put in place until the student has completed testing and has received a diagnosis.