A Student-Centered Approach

In this day and age, it is common to see academic difficulties paired with emotional challenges. Identifying the etiology of these difficulties can be impossible at times because an academic disability can cause an emotional disorder and an emotional problem can manifest as an academic issue. At The College School (TCS), our warm, student-centered approach mitigates this duality, setting the stage for progress, productivity, and thus a feeling of accomplishment that every child deserves to experience. 

Profiles of a TCS Student

TCS’s program is specifically tailored to meet the needs of students who have average or above-average cognitive ability coupled with language-based learning challenges, attentional difficulties, and/or social-emotional challenges. Our program is also a successful stepping stone for families who wish to transition their children from home-schooling to a school setting.

“Unlocking” each child’s academic abilities through specialized and individualized instruction is our raison d’etre, and we devote ourselves entirely to building an environment in which every child will thrive. We know empirically that all children can find academic success in the right school setting.

A typical TCS student has a primary diagnosis of a language-based learning difference, such as dyslexia, dysgraphia, dyscalculia, or another processing deficit. Often, this is combined with a diagnosis of ADHD, which impacts their executive functioning and metacognition. Some TCS students have a high-functioning form of autism or an emotional disorder, which may impact productivity and/or interpersonal functioning. Our program utilizes the latest research on brain-based learning and neurodiversity, allowing us to accept and celebrate each child’s unique profile while also ensuring that sound academic instruction is taking place. The goal to close gaps is an important one at TCS; gaps might otherwise be widened in a traditional setting that fails to meet students where they are. 

TCS identifies students we can best support through a comprehensive review of prior academic history, neuropsychological or psychological-educational testing, interviews, and direct observation of a student’s learning processes, temperament, and behavior.

The goal of our admissions process is to determine whether your child’s academic needs will be served most appropriately by attending our school. At this time, the School is not equipped to meet the needs of children with low cognitive functioning or a primary diagnosis of behavioral conduct disorder or oppositional defiant disorder.

Transitioning from Home Schooling

Transitioning to TCS’s small school setting can be profoundly beneficial for children who have been home-schooled, offering them a nurturing bridge to a broader educational experience. In a small school, the intimacy and personalized attention mirror the familiar comfort of home-schooling, easing the child’s adjustment. This gentle shift helps maintain their sense of security while introducing them to the dynamics of a classroom environment.

At TCS, educators provide tailored support, recognizing and fostering each child’s unique strengths and addressing their specific needs. This individualized approach allows for a seamless transition, where the child feels seen and valued, promoting confidence and enthusiasm for learning.

Additionally, the close-knit TCS community offers an ideal environment for developing social skills. Children can form meaningful relationships with peers and teachers, experiencing a sense of belonging and camaraderie. This supportive social fabric helps them navigate the complexities of group interactions and collaboration, essential skills for their personal and academic growth.

The reduced student-to-teacher ratio at TCS ensures that each child receives ample attention, enabling educators to create a responsive and adaptive learning environment. This attentiveness helps in identifying and nurturing the children’s passions and interests, fostering a love for learning that extends beyond the classroom—and preparing them for a next step into a larger school setting.

Why do we say “Learning Differences?”

At TCS, we know that a learning disability is not a learning inability. We therefore prefer to use the term “learning difference” because we feel it is a more accurate description for the student’s experience. While no student should ever be defined by a learning difference, it helps to understand the basic characteristics associated with the learning disabilities that found in the the Diagnostic and Statistical Manual – fifth edition (DSM-V). The DSM-V contains the most up-to-date criteria for diagnosing disorders, along with descriptive text, providing a common language for clinicians to communicate about students. Though not all students at TCS have diagnoses for learning/behavior differences, the following are some of the most common diagnoses we see:

• Auditory processing disorder
• Dyslexia (or language-based learning disability)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Disorder of written expression
• Dysgraphia
• Dyscalculia
• Language processing disorder
• Nonverbal learning differences such as mild Autism
• Visual perceptual/visual motor deficit
• Generalized Anxiety Disorder (GAD)
• Dyspraxia or Developmental Coordination disorder (DCD)