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Supporting our Students

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 unique Learning Support programs provide the tools that help students with learning challenges experience academic success, increase self-confidence, and acquire strong learning and self-advocacy skills needed in college and beyond. Students at every level of ability are encouraged to participate actively in their studies, practice self-advocacy, and accept guidance from the professionals with whom they interact every day.

We can help students who struggle with:

  • significant reading delays

  • written expression which does not match intellectual capability

  • anxiety

  • organization, initiating and following through with tasks

We offer optional Learning Support programs for a wide range of academic challenges including those related to:

  • Dyslexia
  • Executive function skills
  • Language-based skills (reading, writing, verbal expression)
  • Dyscalculia
  • Dysgraphia
  • Processing speed
  • Working memory

The newly-refurbished Clark Center for Learning Support houses our Learning Support program.

Orton-Gillingham Intensive

A program of daily intensive language remediation, incorporating one period of Orton-Gillingham instruction and a separate period of appropriate supplemental academic support. The Orton-Gillingham tutorial is individualized and diagnostic and prescriptive and designed to build underlying reading and writing skills. We are able to support students with a wide range of challenges, whether it be significant reading delays or written expression that is not commensurate with verbal comprehension and intellectual aptitude.

The Orton-Gillingham approach is at once:

  • Structured, sequential, and cumulative

  • Direct and explicit

  • Diagnostic and prescriptive

  • Multi-sensory

  • Cognitive

  • Linguistic

  • Emotionally sound

A battery of standardized and criterion based assessments are administered to guide instruction and monitor progress:

  • Gray Oral Reading Test GORT 5

  • Woodcock Reading Mastery Test WRMT

  • Gates MacGinitie Reading Test GMRT

  • Test of Written Spelling TWS

  • Gallistel Ellis Test of Coding

  • Phonological Awareness Screening Test ( PAST)

Strategies I

One-on-one tutorial support for students with documented learning differences and academic weaknesses in multiple areas. Students in Strategies I meet individually with their teacher on a daily basis, focusing on academic support for content classes, preview and review of homework, use of assistive technology, and instruction/strengthening of reading, writing, organizational and study skills. Individualized support is also available for students with documented math differences.

Students in Strategies I engage with their teacher in a process of :

  • Goal setting

  • Academic warm-up exercises

  • Time management of homework assignments

  • Self-reflection

Strategies II

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 SKILLS and time management, metacognition and self-awareness, language and math skills, learning theories, and stress and anxiety management.

Strategies II includes:

  • Individual goal setting

  • Academic skill warm-ups

  • Time management of homework assignments

Connections Program

In the Connections Program, students work collaboratively with a coach to strengthen social pragmatics and emotional regulation skills. . In one-on-one and small group settings, the coach and student explore topics including self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Meetings occur during the afternoon in coordination with afternoon activities. Each student has an individualized program that is designed around the student’s strengths and challenges. The coach works with the faculty and staff to maximize the level of support that the student is provided. Our goal is for all of our students to develop skills that will enable them to feel connected and valued in the Marvelwood community as well as the wider social world in which we live.

Support At Every Hour + For All Needs!

SESH Supportive Evening Study Hall

Each evening from Monday through Thursday, a supportive evening study hall is available with faculty support. Sometimes students are assigned to the supportive study hall, and they may always opt in for the added support. Faculty are available to:

  • Make suggestions for breaking assignments into manageable chunks

  • Suggest timelines for completion of tasks

  • Offer skill based support for mathematics and reading and writing tasks

Constant Communication

Faculty communicate regularly with parents through scheduled Bodkin reports, mid-terms, and term reports. Advisors are available for check-ins with students and families.

Emotional Support

Marvelwood has partnered with Greenwoods Counseling LLC to ensure students health and wellness are a top priority, and that help can be found around the clock.