Academic Support Program
The Phelps School has always provided a structured and caring learning environment for students who may not be working up to their potential. We offer a unique, specialized supplemental Academic Support Program (ASP) for boys who have diagnosed learning differences. Every new student who comes to Phelps with a specified learning difficulty is carefully evaluated, and a student profile is created to determine his individual needs. An instructional program is then designed exclusively for him. This usually means getting remedial help in reading, English or math and extra work on study skills. These boys can meet up to a maximum of four periods a day, in very small groups with specially trained teachers. For the remainder of the day they attend regularly scheduled classes. Mrs. Patricia Knight, is a learning specialist and certified school psychologist; Mrs. Knight is also assisted by well qualified staff members. The proven success of the program lies in considering each student as an individual and constantly encouraging him to do his best. Although there may be personal goals established, no one is matched against preconceived standards or compared to other students. As these boys improve their learning skills and grow in confidence, each accomplishment is noted and celebrated with their teachers. Email Mrs. Knight at email@example.com.
Student Support Team (SST)
The Student Support Team (SST) came into effect during the 2009 – 2010 school year. The SST consists of the Director of Student Services, the Director of Academic Support and the Dean of Students. The team meets with individual students who have been identified by an advisor, teacher, dorm parent or other concerned faculty member. A student is often identified because of noticed behavioral changes, poor academic performance, residential living issues or social struggles. The purpose of the team is to support the student in the best way possible. An action plan is devised during the meetings that is then passed on to all members of the community who work directly with the identified student. This provides a community approach to the intervention.