Academic Support

List of 2 items.

• Accommodations Provided

  Reasonable accommodations will be provided presuming that they do not detract from or impede the day-to-day life of the School or the delivery of its mission. The following are examples of accommodations provided at Chatham Hall: they are determined individually by the Director of Academic Support based on the documentation provided to support the student’s request for accommodations:
  

  • Testing accommodations (such as extended time or quiet, distraction-free environments)
  • Preferential seating
  • Use of 4-function calculator
  • Subscription to Learning Ally program (audio-books)
  • Use of an electronic device for written assignments
  • Checking accuracy of class notes with teacher
  • Allowing for spelling errors in grading
  • Modified assignment length to demonstrate understanding
  • World language waiver
  • Enrollment in the School’s Academic Support program to provide executive functioning support, study skills instruction, and content tutoring

• Documentation Guidelines

  Documentation must have been issued within the past three years and include a clear statement of the diagnosis, basis for the diagnosis, and current impact of the diagnosis as it relates to the accommodation request. The documentation must be the most recent and updated version in the family’s possession. As appropriate to the diagnosis, the documentation should include the following elements:
  

  1. A diagnostic statement identifying the diagnosis, date of the most current diagnostic evaluation, and the date of the original diagnosis.
  2. A description of the diagnostic tests, methods, and/or criteria used including specific test results (including standardized testing scores) and the examiner’s narrative interpretation.
  3. A description of the current functional impact of the disability. This may be in the form of an examiner’s narrative, and/or an interview, but must have a rational relationship to diagnostic assessments.
  4. A statement indicating treatments, medications, or assistive devices/services currently prescribed or in use, with a description of the mediating effects and potential side effects from such treatments.
  5. A description of the expected progression or stability of the impact of the disability over time, particularly over the next five years.
  6. A history of previous accommodations and their impact.
  7. The credentials of the diagnosing professional(s), if not clear from the letterhead or other documents. Please note that diagnosing professionals shall not be family members or others with a close personal relationship with the individual being evaluated.
  8. Recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services should be considered within the context of the individual’s current program.
  9. While IEP or 504 plans may be submitted to the Director of Academic Support, they will not be considered as an alternative to the above requirements. All IEP and 504 plans must be accompanied by a current and complete evaluation.
  10. As an independent school, Chatham Hall is not required to follow IEP plans and has limited obligations with respect to 504 plans. Accordingly, while we will certainly review and evaluate all requests and documentation, Chatham Hall is only required to make certain 504 plan accommodations that are reasonable in nature.