Students with Learning Differences

At The Independent School, we believe students with learning differences are fully capable of success in a rigorous, college preparatory environment. Learning differences do not define a student’s potential. They shape how a student learns best.

TIS provides reasonable accommodations for students with documented learning differences or medical conditions that affect learning. Our goal is equitable access to the curriculum, not lowered expectations. We do not reduce what we ask of students. We build the structures and support that allow them to rise to it.

Our vision calls us to know, value, and challenge every student. That includes students with diverse learning profiles. When we are at our best, students with learning differences are not only supported here. They thrive.

What TIS Provides

Support at TIS is classroom-based. Accommodations may include:

• Extended time on assessments
• A controlled testing environment with limited distractions
• Assistive technology when appropriate
• Organizational support and check-ins
• Access to teacher help before and after school

TIS is not a therapeutic or specialized learning environment. We do not provide individualized remediation programs, one-on-one aides, or curriculum modification. Families whose students need those levels of support are often best served by programs designed specifically for that purpose. We will always be honest with families about what we can and cannot provide.

How Accommodations Work

All formal accommodations must be documented in an official accommodation plan developed by the school counselor. Teachers implement accommodations consistently and as written. If a need changes, families should contact the school counselor, not individual teachers, so the plan can be reviewed and updated through the appropriate process.

Accommodations provide access to the curriculum. They do not modify academic standards or alter grading expectations. If there is ever a question about whether a requested accommodation crosses that line, we will work through it together.

Requesting Accommodations

To initiate or update an accommodation plan, families should:

• Contact their division head or the school counselor as the first point of contact
• Provide current documentation with a formal diagnosis and recommended accommodations. Documentation should be within the last three years.
• The school counselor will review the information, consult with the Division Head when needed, and develop a formal plan.
• Once a plan is in place, families will receive a copy and teachers will be notified.

Outside evaluations and recommendations from specialists are welcomed and reviewed. They do not automatically determine what TIS provides. The school counselor works with all available information to develop a plan that fits our setting.

Outside Tutors and Specialists

Families are welcome to engage outside tutors or specialists.  If coordination between an outside provider and the school is appropriate, it will be facilitated through the school counselor.

What We Ask of Students and Families

Students are expected to be active participants in their own learning. This includes using their accommodations, communicating with teachers when something is not working, and building self-advocacy skills over time. The goal is not to remove challenge. The goal is to help each student navigate it with confidence and support.

Families are responsible for providing current documentation, keeping the school informed of changes in their child’s needs, and partnering with us to support growth and accountability. The school counselor is the primary point of contact for all accommodation-related questions.

When a Student’s Needs Exceed What TIS Can Provide

We are committed to being honest with families when a student’s needs fall outside what TIS can reasonably support. If that point is reached, we will work in partnership with the family to determine the best path forward, always with the student’s long-term wellbeing as the priority.

Questions about learning differences and accommodations should be directed to your division head or the school counselor as the first point of contact. The Head of School is available for additional support as needed.