The Grand River Academy
	Statement on Learning Differences

The Purpose of this Statement:

To inform the Academy’s community of the resources for students with learning differences

To acknowledge the limitations of our program

To better understand the role and distribution of medications

To clarify the roles of parents, students, faculty, and staff working together to support academic success

To answer questions a family might have regarding the admission process and learning differences

THE PROGRAM
What the program can do and what it cannot do: The Academy’s mission is to assist students (including those previously not working to their potential) in preparing successfully for college. Many students with learning differences, including ADD and ADHD, improve their achievement at the Academy without a specific program targeting students with learning differences. The Academy can assist students with learning differences in the Resource Center (additional fee) on a limited basis, and networks with individual teachers to accommodate different learning styles. The Academy cannot change its mission, program, policies, or instructional staff for any student. GRA does not employ faculty members who hold certification in learning disabilities or special education. Our teachers are not specifically trained in learning differences. Academy teachers do hold teaching certificates in their subject area. Outside the Resource Center, our teachers do not provide intensive individual help beyond what is available to all students. The Academy does not alter the content of tests for individual students, nor does it modify standards for content mastery or grading scales for any student. Our expectations in the residential life program and the afternoon activity program remain the same for all students.


STRUCTURE AND DISCIPLINE FOR ALL STUDENTS
Grand River Academy specializes in working with high school students who are not working to their potential. These students must become involved in the classroom, afternoon activities or athletics, academic help sessions, and social activities on campus. With outside distractions minimized and an all-male student body, students are better able to concentrate and focus on their studies. The average class size of seven students allows the teachers to engage every student in the learning process. Students actively participate in classroom discussions and have ample time to have their questions thoroughly answered. Each student carries an assignment book and is responsible for the completion of his homework, with immediate consequences if it is not finished. Excuses are not accepted. Students failing to produce adequate homework are placed in a special study hall. Students are involved in a highly structured day, including a two-hour evening study period at night. Faculty members reside on campus, enabling students to seek academic assistance. Many teachers frequently mandate special help sessions. Students receive monthly report cards and have restrictions, including weekend restrictions, if they are not performing to acceptable levels. With the structure, discipline, and support, many students with learning differences find academic success and develop learning skills in preparation for college.

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