ACADEMIC SERVICES
JK-12 2024-25
Academic Services
Academic Services Overview
Lower School
Middle School
Upper School
Accommodations & Academic Services Plan
Outside Services
Outside Services
Screenings
Providers on Campus
Private Tutoring
Private Evaluations
Beyond Collegiate Support Provided
College Board Accommodations (SAT and AP)
ACT Accommodations
Process for Transitioning to College
Contact Us
Academic Services Contacts by Division
Academic Services Overview
The Academic Services Team collaborates with students, teachers, and parents to promote student learning and agency. Based on need, Academic Services uses a variety of targeted strategies and resources to support students. In this effort, a strong partnership among teachers, consultants, tutors, parents, and students is essential for success The focus of this partnership is the creation of learning environments that are sensitive to learner variability and encourage students to develop strategies for academic achievement and self-advocacy For those students with diagnosed learning disabilities, physical impairments, and/or medical or psychological conditions, Academic Services coordinates a variety of academic accommodations. Learning specialists seek to provide support, as needed, with frequent progress monitoring and an intentional decrease in support when appropriate. The Academic Services Team is dedicated to facilitating students’ understanding of individual strengths and areas of need in a manner that will help students build a positive sense of self-worth, responsibility, and self-direction.
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Lower School
In the Lower School, specialists work closely with classroom teachers, using a collaborative teaching model in the classroom or in small group sessions Students who may need support are identified through an ongoing screening process and through referrals from classroom teachers Students typically work with an academic specialist several days a week in a small group setting. The specialists and school counselors serve on the Academic Services and Student Support Teams to help provide appropriate strategies for classroom instruction and/or to determine the need for referrals for testing or outside help throughout the year.
The Lower School Academic Services Team utilizes a Multi-Tiered Systems of Support (MTSS) framework and philosophy intended to provide resources and support to help students be successful, academically and behaviorally Within a MTSS framework, the goal is for all Lower School students to be successful in the Collegiate classroom with strong, differentiated classroom instruction. The Academic Services Team seeks to provide support, as needed, with frequent progress monitoring and an intentional decrease in support when appropriate.
For those students with diagnosed learning disabilities, physical impairments, and/or medical or psychological conditions, Academic Services coordinates a variety of academic accommodations Eligibility requires a copy of an evaluation demonstrating that the student has a diagnosed disability or condition that warrants the need for accommodations. The School will determine which recommended accommodations may be appropriately implemented in Collegiate's academic setting. The comprehensive evaluation on file must be no older than five years from the beginning of the academic year.
The Academic Services Team is dedicated to facilitating students’ understanding of individual strengths and areas of need in a manner that will help students build a positive sense of self-worth, responsibility, and self-direction.
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Middle School
In the Middle School, learning specialists collaborate with students, parents/legal guardians, teachers, and other professionals to promote and enhance student learning Learning specialists work directly with students in classrooms and in small groups to develop self-advocacy skills and apply learning strategies across the curriculum. Students who may need support are identified through an ongoing screening process. Academic Services seeks to partner with families to brainstorm ideas and coordinate efforts to promote student success; additionally, learning specialists collaborate with classroom teachers to deepen the School’s collective understanding of a student's strengths and challenges and to provide resources.
Parents/legal guardians wishing to have full educational, intellectual, psychological, or speech and language evaluations for their child or whose child has been recommended for such evaluations are encouraged to see the Academic Services Chair.
Academic Services must approve all tutoring and instructional specialists who are working with students on campus. Tutors and visitors must check in at the Front Office and secure a name tag Academic Services faculty will coordinate space for tutors to work, but a quiet workspace may not always be available.
For those students with diagnosed learning disabilities, physical impairments, and/or medical or psychological conditions, Academic Services coordinates a variety of academic accommodations. Eligibility requires a copy of an evaluation demonstrating that the student has a diagnosed disability or condition that warrants the need for accommodations. The School will determine which recommended accommodations may be appropriately implemented in Collegiate's academic setting. The comprehensive evaluation on file must be no older than five years from the beginning of the academic year.
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Upper School
The Upper School Academic Services Department works closely with the Assistant Head of School and Head of Upper School to enhance student learning. Serving as a liaison between students, faculty, and parents/legal guardians, the Academic Services Department works with students with the goal of maximizing their academic potential. The Department also collaborates with faculty on the use of instructional techniques for students with various learning styles.
The Academic Services Team meets with students during their study halls or free periods or during designated extra help times. Students may schedule an appointment to meet with a learning specialist for support with study skills, time management and planning, organization, content-area skills, or writing.
Academic Services also coordinates a peer tutoring program with drop-in peer tutoring support before school each day and longer-term one-on-one pairings when requested.
For those students with diagnosed learning disabilities, physical impairments, and/or medical or psychological conditions, Academic Services coordinates a variety of academic accommodations. Eligibility requires a copy of an evaluation demonstrating that the student has a diagnosed disability or condition that warrants the need for accommodations The School will determine which recommended accommodations may be appropriately implemented in Collegiate's academic setting. The comprehensive evaluation on file must be no older than five years from the beginning of the academic year.
Learning specialists organize and submit documentation in support of accommodations for standardized testing (PSAT, SAT, AP, ACT).
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Accommodations & Academic Services Plan
The School does not discriminate against qualified applicants or students on the basis of disabilities that may be reasonably accommodated The School will discuss with families of applicants with known disabilities whether the School will be able to offer their children the appropriate accommodations to help them be successful at the School.
Students with diagnosed learning disabilities, physical impairments, and/or medical and psychological conditions requiring formal accommodations may have an Academic Services Plan (ASP). Eligibility requires a copy of an evaluation demonstrating that the student has a diagnosed disability or condition that warrants the need for accommodations The School will determine which recommended accommodations may be appropriately implemented in Collegiate's academic setting. The comprehensive evaluation on file must be no older than five years from the beginning of the academic year.
The School is committed to ensuring that students with disabilities are provided with equal access to the School’s programs and services, in accordance with applicable law. For students who seek additional support or curricular adjustments, the School requires documentation indicating that the student’s disability substantially limits a major life activity. Students who present the School with appropriate documentation of disability will be granted those requested academic accommodations that are supported by the documentation and considered reasonable in this educational setting. Any accommodations would be made through an interactive process between the student, the student’s family, the appropriate Division Head, and the Academic Services Department No waivers of academic graduation requirements will be granted to students.
Even after supportive services and accommodations have been put in place, a student may still not be able to fulfill the student’s academic requirements satisfactorily. In such instances, the appropriate Division Head will notify the student’s parents that the accommodations put into place may not suffice to ensure the student’s success at the School. At that time, the Division Head will decide whether it makes sense for the student to remain at the School.
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Accommodations & Academic Services Plan (Continued)
An Academic Services Plan (ASP) is developed using the results and recommendations from the appropriate evaluation (in most cases a psychoeducational evaluation). This plan is developed by members of the Academic Services Team, with input from parents, teachers, the advisor, and other relevant professionals
The ASP is highly confidential and is available only to a student’s current teachers, advisor, administrators, and counselors through Collegiate’s student information system. The ASP is not a part of a student’s permanent file or transcript. A copy of the ASP may need to be shared with the College Board and/or ACT as part of the documentation required to receive accommodations on standardized tests. The ASP may be updated at any point and will follow a student from grade to grade at Collegiate
Outside Services, Screenings, Providers on Campus
What are outside services?
Outside services are defined as additional services students may receive to support academic skills outside of what is offered at school Outside services include speech-language therapy, occupational therapy, physical therapy, tutoring, and psychoeducational evaluation. These services are by parental choice and are parent funded
Do we offer outside services on campus?
Collegiate School does not employ any outside service providers. We do have a limited number of private personnel who have been approved through Human Resources to see students on campus before or after school Any outside services provided to Collegiate students must be coordinated through Academic Services at the appropriate division.
Do we offer speech-language and occupational therapy screenings?
Yes. Collegiate School offers speech-language and occupational therapy screenings to Lower School students referred by teachers. These screenings usually occur in January, and the form to refer a student for screenings will be shared in November. These screenings are paid for by Collegiate School. If parents choose to pursue any recommended services beyond the screening, the cost for those services is the responsibility of the parent.
Do we have a list of tutors, speech-language pathologists, and occupational therapists to share with parents, if asked?
Yes. These lists are not extensive, and parents may wish to consult with their child's pediatrician or insurance for in-network providers.
Speech-Language Pathologists
Occupational Therapists
Private Tutoring
Private Tutoring
Academic Services maintains a list of tutors who have been recommended and vetted. It is the obligation of students and families to make arrangements and negotiate fees. Please contact an Academic Services Team member at the appropriate division for referrals and for division-specific logistics.
Guidelines for Tutoring
As with all instruction, tutoring is most effective when it is supported by a strong partnership at school and at home. In this case, the partners include the student, the student’s family, Collegiate teacher(s), Collegiate learning specialists, and tutors. Individual tutoring may supplement classroom experiences by offering one-on-one instruction, but it is important to recognize that tutoring does not take the place of classroom instruction. Tutoring should be aligned with classroom practices, and therefore communication and cooperation among families, teachers, and tutors is paramount
Collegiate recognizes and supports a team approach to supporting student learning, and the guidelines below are designed to clarify shared expectations in order to best promote student success. The goal of tutoring is to foster independence, not dependence. In order to be recommended as a tutor by Collegiate, tutors are expected to complete a Tutor Profile Form and adhere to the following guidelines.
Private Tutoring (Continued)
Guidelines for Tutors:
Provide contact information to the student’s teacher(s).
Familiarize yourself with the course content, structure, and philosophy If you have questions about any of these, please contact the teacher directly.
Recognize that your role is to support the student It is in the student’s best interest that all members of the support team (teachers, tutors, parents) work collaboratively and constructively.
Ask first if an assignment is pledged. Students may not receive assistance on pledged assignments. In the case of writing assignments, ask the students for any other parameters explained by the teacher or on the assignment sheet.
Provide any supplemental resources/practice activities to be used in tutoring.
Provide support, but be mindful of the School’s honor code.
Focus on learning and understanding, not merely test preparation Sometimes shortcuts deny students the opportunity to grasp deeper insights.
Discuss with the teacher if you approach a topic using a method that is different from the teacher’s.
Suggest broad ideas for writing revisions, but be sure the student is making the decisions and editing at their level of understanding.
Communicate regularly with parent(s), teacher(s), and Collegiate learning specialists to monitor the student’s progress or express concerns.
Maintain confidentiality
Private Tutoring (Continued)
Teachers, parents, and students also contribute to the effectiveness of tutoring. In order to promote a team approach and help students get the most out of tutoring, parents, teachers, and students are expected to adhere to the following guidelines:
Guidelines for Parents:
Initiate the tutoring relationship by emailing the tutor, Academic Services, and teacher(s) in order to establish contact and provide permission for the school to share academic information with the tutor.
Communicate regularly with the tutor and teacher(s) to monitor the student’s progress or express concerns.
It is in the student’s best interest that teachers, learning specialists, tutors, and parents work collaboratively and constructively. If you have questions or concerns about what is happening in class, please communicate directly with the teacher
Guidelines for Teachers:
It is in the student’s best interest that teachers, learning specialists, tutors, and parents work collaboratively and constructively. If you have questions or concerns about what is happening during tutoring, please communicate directly with the tutor and parents.
Guidelines for Students:
Tell your tutor if an assignment is pledged or if there are any other guidelines regarding help on an assignment
Be prepared for tutoring sessions. Bring course materials, mark sections you do not understand, or prepare questions for your tutor.
Keep a planner/agenda, and let your tutor know about upcoming assessments or due dates. Remember: tutoring is not a replacement for class instruction. You are expected to participate in class and see your teacher(s) first if you have questions or concerns
Be open to suggestions that your tutor may offer. Try a strategy, and if it doesn’t work, be honest with your tutor so that you may work together to find a better one
Keep in mind the tutor is there to help you, but you should always be the one doing the work and having agency over any decisions, steps, and edits in your work.
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Private Evaluations
Parents may choose to have their child privately evaluated for a number of reasons Many families may elect to have a complete psychoeducational assessment done by a licensed clinical or school psychologist Other students may be evaluated by a speech-language pathologist, occupational therapist, physical therapist, or developmental pediatrician for specific concerns.
Private Evaluation: What to Expect
The most common type of testing is the psychoeducational evaluation. The evaluator will administer a series of tests, usually over a two-day period, to determine how the student learns These assessments usually include verbal and visual tests to examine verbal and nonverbal reasoning, various types of memory, and processing speed Academic assessments, sometimes called achievement assessments, help examiners understand a student’s academic strengths and weaknesses. Examiners will assign tasks related to reading, writing, spelling, and math to evaluate general academic skills, while also measuring academic fluency and efficiency. Social and emotional factors are also examined, usually through interviews with the student and parent(s) and rating scales completed by parent(s), teachers, and older students
Before a Private Evaluation:
Contact Academic Services Chair for private testing guidelines and a list of frequently used evaluators in the area. Make an appointment with an evaluator.
Provide the testing coordinator with the Academic Services Chair’s e-mail address. The testing coordinator should send the Academic Services Chair the signed Exchange of Information release form and information about the teacher rating scale process.
Lower School: Christina Vitek christina vitek@collegiate-va.org
Middle School: Ruth Webb rwebb@collegiate-va-va.org
Upper School: Katie Best katie best@collegiate-va.org
Private Evaluations (Continued)
Next Steps after Private Evaluation:
After the evaluation, you will likely meet with the testing professional to review the results. Results should be sent to the appropriate division contact.
Once we receive results, we will contact you to let you know we have the testing and will schedule a meeting with you to review the results and the appropriate recommendations and accommodations
If a social-emotional diagnosis is assigned, the testing review meeting may include one of the school counselors.
The Collegiate Learning Specialist will create a draft Academic Services Plan (ASP). This plan is developed by members of the Academic Services Team, with input from parents, teachers, the advisor, and other relevant professionals
The ASP is highly confidential and is available only to a student’s current teachers, advisor, administrators, and counselors through Collegiate’s student information system.
The ASP is not a part of a student’s permanent file or transcript. A copy of the ASP may need to be shared with the College Board and/or ACT as part of the documentation required to receive accommodations on standardized tests.
Academic Services will review the plan annually and make contact with the parents to determine if any adjustments are needed. Parents may contact Academic Services at any time to review or revise the ASP
College Board Accommodations
The College Board (PSAT, SAT, AP) offers some accommodations to students who meet their diagnostic criteria. Once a student has been approved for accommodations, these will be in place for all subsequent College Board tests.
Process:
To begin the process complete and return to Academic Services the Parent Consent Form 1 Discuss appropriate accommodations with Academic Services. 2. Academic Services will submit the online application (and all relevant documentation) to the College Board. 3
Student and parents will be notified when a decision has been made. 4.
Dates and Deadlines:
College Board Dates and Deadlines
Who is eligible for accommodations on College Board tests?
In order to be eligible for accommodations on College Board tests, a student must have documentation of a disability and the need for the requested accommodations. Inclusion of an accommodation on an Academic Service Plan at Collegiate does not automatically qualify a student for accommodations on College Board tests.
College Board Disability Documentation Guidelines
ACT Accommodations
The ACT offers some accommodations to students who meet their diagnostic criteria.
Process:
Discuss appropriate accommodations with Academic Services 1 Register online for the ACT test. On the online form, you can indicate a request for accommodations. You will specify which type of accommodations you are requesting.
2. After you submit your online registration, you’ll get an email telling you how to work with your school to submit the documentation. To begin the process, forward that email to your school along with the Consent to Release Information to ACT Form 3. Academic Services will submit your request and all relevant documentation.
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4. ACT will review the request and then will notify Collegiate You should hear back from the school within two weeks.
Dates and Deadlines:
ACT Dates and Deadlines
Who is eligible for accommodations on ACT? Board tests?
In order to be eligible for accommodations on ACT tests, a student must have documentation of a disability and the need for the requested accommodations. Inclusion of an accommodation on an Academic Service Plan at Collegiate does not automatically qualify a student for accommodations on ACT tests. 1
ACT Disability Documentation Guidelines 2.
Transitioning to College
College is not the same as high school, and some of these differences can be challenging.
Support/accommodations are not automatically put into place Students must request services and provide the necessary documentation.
Classes are usually semester-long and don’t meet every day. Students need to move beyond thinking about “what is due tomorrow” in order to stay on top of work.
Students may have large gaps of time during the day between classes and must learn to fill in gaps of time with studying, exercise, and work There is less structured time, posing challenges for time management.
Increased freedom equals increased responsibility.
College courses often have fewer assessments This means that assignments are worth more of the course grade and missing an assignment could have a significant impact.
College courses often assign big chunks of reading The responsibility falls to students to divide larger tasks into smaller chunks/daily goals.
College courses may have large, lecture-style classes that require students to schedule individual meetings with professors or teaching assistants outside of class time
Myths about College and Academic Services
Myth: There are no accommodations and/or no support available in college.
Truth: Most schools (even highly competitive ones) do offer accommodations and/or support However, students must request these services
Myth: Colleges automatically know that a student used accommodations in high school.
Truth: A student’s educational testing and academic service plan are not part of the school record/transcript. We will make a copy of these documents, which are kept in a separate file from the “official” school file and will share them with seniors, who may send documentation (if they choose) to the college they’ll be attending
Myth: Having a learning or attention disability/difference will hurt a student’s chances of college acceptance.
Truth: Schools do not discriminate based on disability status.
Myth: College admissions will know that a student took the SAT/AP/ACT with accommodations.
Truth: There is no asterisk next to a standardized test score or any other indication that the student had extra time or another accommodation.
Transitioning to College
Documentation
A student must provide the college with appropriate supporting documentation (required documentation varies by school) Some colleges and universities do require documentation before HS graduation.
Collegiate Academic Services will send Seniors (and parents of Seniors) electronic copies of testing, the ASP, and College Board/ACT accommodations letters. Generally, evaluations must follow guidelines similar to those required by Collegiate and the College Board:
Evaluations must be conducted by a qualified professional.
Evaluations must be no older than 3 to 5 years for LD/ADHD
Medical or other psychological evaluations may need to be updated yearly.
Working with your College Counselor
Discuss preferences and needs and investigate available programs/supports.
Discuss options for disclosing learning (or other) disability. If a student has significant discrepancies between tests and grades, discuss the option of including a letter from a college counselor
Academic Services Contacts
by Division
Questions about Academic Services at Collegiate? Please contact us.
Upper School
Katie Best, Director of JK-12 Academic Services
Katie Best@collegiate-va.org
804.741.6260
Kristina Lee, kristina lee@collegiate-va.org
Bethany Pitassi, bethany pitassi@collegiate-va org
Middle School
Ruth Webb, Middle School Academic Services Department Chair
Ruth Webb@collegiate-va.org
804-741-9743
Teresa Given, teresa given@collegiate-va org
Megan Hunt, megan hunt@collegiate-va.org
Aileen Ruiz, aileen ruiz@collegiate-va org
Mary Margaret Ryan, mryan@collegiate-va.org
Danny Wise, danny wise@collegiate-va.org
Lower School
Christina Vitek, Assistant Head of Lower School
christina vitek@collegiate-va.org
804-741-9731
Liz Bruni, liz bruni@collegiate-va.org
Laura Domalik, laura domalik@collegiate-va.org
Kelsey Felton, kelsey felton@collegiate-va.org
Anne Hogge, anne hogge@collegiate-va org
Emily Oney, eoney@collegiate-va.org
Kristin Tujuba, kristin tujuba@collegiate-va org
Sarah Williamson, swilliamson@collegiate-va.org
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