Academic Support
At Marvelwood, we are committed to the belief that every student learns differently, and that these differences are to be appreciated and accommodated through a combination of intensively targeted efforts on the part of the faculty to make even the most challenging college preparatory curricula accessible to students of all abilities, talents, interests and learning styles.
Our tiered approach is designed to help students move from strong support to increasing independence over time. Students with learning challenges gain the skills and strategies they need to succeed in college-preparatory classes, build confidence, and become effective self-advocates—skills essential for success in college and beyond.
Through targeted strategies and close collaboration, Marvelwood’s Clark Center for Learning Support faculty help students overcome challenges and thrive.
BUILT INTO THE DAY to ensure consistency and structure.
TIERED LEVELS OF SUPPORT means the right level of support for each student’s needs.
INDIVIDUALIZED STRATEGIES target each student’s unique learning profile.
SPECIALIZED HELP for executive function, dyslexia, dysgraphia, dyscalculia, processing speed, and more.
INDEPENDENCE evolves over time, setting students on a path to becoming self-directed learners.
Tiered Learning Support
Orton-Gillingham Intensive Class
Strategies 1
Strategies 2
Orton-Gillingham Intensive Class
Daily 1:1 intensive language remediation using Orton-Gillingham (OG), a diagnostic, prescriptive, and multi-sensory approach that varies widely from individual to individual and is used to support students with dyslexia and other language-based learning challenges. Includes a separate daily period of Strategies 2.
This structured, sequential, and cumulative approach was developed in the nineteenth century and is the forebearer of what is widely known as structured literacy today.
Our Director of Learning Support is a full-time faculty member and a Fellow in the Orton-Gillingham Academy. Our Orton-Gillingham faculty have completed at least the seventy-hour Associate Level training course. They are either certified by the Orton-Gillingham Academy or pursuing their practicum and certification.
Strategies 1
1:1 tutorial support for students with learning differences and academic weaknesses in multiple areas.
Students meet daily with their teacher to focus on academic support for content classes, preview and review of homework, explore the optimal use of assistive technology, and strengthen reading, writing, organizational, and study skills.
Strategies 2
Small-group support designed to improve and support students’ overall achievement as they move toward increased academic independence.
Students meet daily with a teacher in groups of no more than four and focus on organizational and time management, metacognition and self-awareness, language and math skills, learning theories, and stress and anxiety management.
