Learn More

For questions and more information on:
  • Testing and accommodations
  • Understanding how a student's formal education plan is created at Vermont Academy
  • The ways in which certain learning differences are addressed
  • Short and long-term goals of Learning Skills
  • Your expectations for your student in the Learning Center
  • Academic/ADHD Coaching
  • Universal Design for Instruction
Academics
Learning Center

Details & Enrollment

List of 3 items.

  • Enrollment and Scheduling

    When a student enrolls in Learning Skills, the family fills out a contract and submits it to Susan Schmitt, the Director of the Learning Center. Program fees (based on the number of sessions per week and broken down by trimester) are handled through the business office. 

    Once the student’s class schedule is finalized through the Academic Dean’s office, the desired number of Learning Skills sessions are built into the schedule. Students are paired with a Learning Specialist based on specific areas of need and perceived personality matches.
  • How a Learning Skills Session is Guided

    Learning Specialists manage the balance of time in a given session by providing help with current, upcoming, or late assignments, while still leaving significant time for work on the student’s goals, study habits and skills, and broader areas of academic improvement.
  • Short and Long-Term Goals of Learning Skills

    The short-term goal of the Learning Skills program, generally stated, is to help students meet the expectations of a demanding Vermont Academy curriculum, including:
    • Showing up to all commitments
    • Submitting all work in a complete and timely fashion
    • Planning and preparing for longer assignments
    • Studying effectively and efficiently
    • Applying one’s effort consistently and evenly across all classes

    The long-term goals of the Learning Skills program are to transition students into confident, independent learners who are prepared to handle the demands of a college curriculum. Students are:
    • Feeling that they possess the tools and mindset to reach their academic potential
    • Willing and able to communicate directly and personally with teachers and administrators regarding work or issues
    • Willing to seek help when needed
    • Managing time so that work is completed inside of deadlines
    • Willing to offer help to others
    • Earning grades in which they are proud and satisfied