NEUROPSYCHOLOGICAL EVALUATIONS Students whose academic performance may be impacted by a diagnosed learning disability and/or ADHD, or whose individual learning challenges appear to impede successful learning, may be referred to appropriate specialists outside of school for diagnostic testing. After diagnostic testing is complete and documentation has been submitted for review, specific accommodations for learning disabilities and attention issues will be considered by a committee that includes the Academic Dean, the Director of Academic Support, the learning specialists, and the school’s counselor. The Academic Accommodations Committee meets four times per year in September, November, February, and May. MKA is limited in its ability to address the needs of students with learning and executive function disabilities; families receive a list of approved accommodations when requesting information about diagnostic testing. A student may not be offered an enrollment contract if, in the opinion of the faculty and administration, the school is unable to meet the student’s learning needs, and the student is unable to learn and achieve successfully. Furthermore, if a student is disruptive, unable to meet academic or behavioral standards, or places an undue burden on faculty, MKA may not retain the student.
OTHER EVALUATIONS Students whose academic performance may be impacted by a medical or psychiatric condition may provide documentation that includes a doctor’s diagnosis to the Director of Academic Support, who will meet with the appropriate MKA professional(s) to determine whether or not an accommodation is warranted. For medical conditions, the family must give the Upper School nurse permission to speak with the student’s doctor. For psychiatric conditions, the family must give the Upper School counselor permission to speak with the student’s therapist. Not all students with a diagnosis qualify for accommodations. If a student is unable to meet academic or behavioral standards, or places an undue burden on faculty, MKA may not retain the student.
STUDY HALL The purpose of study halls is to provide students with a monitored place to study and do school work. Depending on the proctor, and the size and location of the study hall, it can be a silent study or a place where quiet collaboration is permitted. Study halls are proctored by faculty members, and students are encouraged to use that time wisely. All ninth graders are assigned to study halls; those who make High Honor Roll in S1 are exempt from study halls in S2. Sophomores who make Honor Roll during the second semester of ninth grade are exempted from study hall for the following semester. All sophomores are exempted from study hall in the second semester of sophomore year.
TECHNOLOGY AND LEARNING COORDINATOR Students may seek help with time management and study skills from the Technology and Learning Coordinator, whose office is in the Academic Center. In addition, students may choose to attend the workshops offered each semester that help students learn ways to prepare for mid-year and final exams. Drop-in support is available throughout the year, but students are advised to make appointments in advance to ensure that the Coordinator is available. Students may meet with the Coordinator during study halls if they have obtained a pass in advance.
TUTORING Without a teacher’s suggestion: Before a family hires a tutor without a teacher’s suggestion, the student should seek extra help from his/her teacher. With a teacher’s suggestion: If a student needs more help than his/her teacher can provide during regular extrahelp sessions, the teacher may suggest an outside tutor after consulting with the Department Chair. The student’s advisor must be notified of the recommendation. While other MKA teachers who are not currently the student’s teacher may be available, the Department Chair may know of other qualified tutors, or parents may seek a tutor elsewhere. Arrangements for tutors are made directly between the parents and the tutor. In all cases, a student will get the most out of working with a tutor when the tutor is in contact with the student’s teacher. In addition, all work submitted by a student must represent the student’s own work and ideas rather than those of a tutor. 10
