The Bay School values neurodiversity and our Learning Services program is based on the belief that students can excel by understanding their learning profile and the skills of positive self-advocacy within an environment of high academic expectations.
Bay Learning Services supports students with a variety of learning strengths and challenges. Based on psychoeducational or neuropsychological evaluations, learning specialists write student support plans that include accommodations and strategies for success. Through parent/guardian education and regular contact with students, their families, and staffulty, Bay creates an environment in which students can succeed with confidence in themselves and their abilities.
Accommodations and a Community of Support
The Learning Services program provides coaching and referrals for students, parents, and guardians. It is also your source of information about cognitive skills, effective study and organizational strategies, standardized testing accommodations, and the process of evaluating a student for learning differences.
The Bay School schedule and innovative curriculum allow us to offer multiple points of access for students seeking support. Flex blocks, tutorials, peer mentoring, and teaching modalities all contribute to an infrastructure focused on student success. In their first year, students in the program will meet with learning specialists at regular intervals to create the pathway for their time at Bay, and we remain in conversation with these students and their families throughout their high school experience.
For parents and guardians, we offer education and support events through our Parents Accessing Learning Services program (Bay PALS). Learning specialists are available to share information about accommodations for standardized testing, specialist referrals, and general information about learning differences.
Learning specialists also work with faculty members by offering ongoing consultation and professional development on cognition and classroom accommodations and strategies that encourage and support students’ positive self-esteem and motivation.
Below you will find detailed information about how to access services, grade-level support, and options for short-term help. Current Bay families can get more information and resources by visiting the Learning Services area in MyBay.
Accessing Learning Services at Bay
Understanding a student's individual needs is the first step to getting them the appropriate support.
In order for your child to receive accommodations and a student learning plan, you will need to provide the Learning Services department with a copy of a psychoeducational or neuropsychological assessment report completed no earlier than 6th grade. All evaluation reports submitted to Bay must be written by a licensed clinical psychologist who specializes in assessment.* Please note the following requirements:
- If there is a recommendation for extended time, it needs to be specific (e.g., 50% or 100%).
- If there is a recommendation for the use of a laptop, it should specify access for taking notes, writing essays, and/or completing assessments.
- If there is a diagnosis or diagnoses with specific DSM-V or ICD-10 code numbers.
- Academic and cognitive testing measures and scores must be documented.
* The only exception is for students whose primary diagnosis is a receptive/expressive language disability or a student who is a dyslexic learner without executive functioning difficulties. This type of evaluation should be conducted by a licensed speech/language pathologist or a specialist in language-based learning disabilities.
Assessments: Commonly used accommodations include 50% or 100% extended time on assessments, use of a computer for writing sections, answers in test booklets, distraction-free room when available, assistive technology, calculators, and speech-to-text applications.
Academic accommodations: Commonly used accommodations include extended time on in-class assignments, ebooks and audiobooks, assistive technology, calculators, and laptops.
World language requirements: All students are expected to complete three years of Spanish or Mandarin taught at Bay. After the second year of study, a student with a documented language-based learning disability and a recommendation from an evaluator for a waiver may apply for a waiver for the third year requirement. Alternatively, after the first year of study, a student with a documented language-based learning disability and a recommendation from an evaluator for a different course of study, may apply for an alternate language pathway and take two years of American Sign Language (ASL) with an accredited and approved program outside of The Bay School.
The student is the driver of the level of support that they want in high school. For students who are part of the Learning Services program, we can schedule meetings during a flex block or tutorial on an as-needed and as-requested basis. We can support students with the development and maintenance of executive functioning skills and self-advocacy, but we do not offer content area support or remediation services. We can provide recommendations for educational therapists and tutors who are specifically trained to work with students with learning disabilities, ADHD, and/or Autism Spectrum Disorder.
Learning Services Support by Grade
The Bay School encourages students to develop greater independence as they progress through their 4 years of high school. The Learning Services department structures supportive services for students in the program with an eye toward gradually decreasing adult intervention and increasing student self-advocacy.
Semester 1:
- All students have a meeting at the start of the semester with their learning specialist to email their teachers about their strengths, challenges, strategies, and accommodations.
- All students lead a mid-term parent/teacher meeting, which is attended by a learning specialist.
- All students meet with their learning specialist for 6 additional sessions for executive function support, a review of applicable assistive technology tools, and self-advocacy strategies.
- All students can get additional support as needed, as determined by the student, the learning specialist, teachers, parents, and outside support.
Semester 2:
- All students have a meeting at the start of the semester with their learning specialist to email their teachers about their strengths, challenges, strategies, and accommodations. They will also have the opportunity to reflect on their “glows and grows” from the previous semester.
- All students will have the opportunity to set goals for themselves.
- Learning specialists, in consultation with family, teachers, deans, and counselors, will make a recommendation for the frequency of meetings (weekly, every other week, monthly) for students for S2.
- All students will state their preference for the frequency of meetings (weekly, every other week, monthly, or as necessary) for S2.
- At the mid-term mark, all students will meet with their learning specialist for a report card review, reflection on skills and class participation, and a recalibration of goals, as necessary.
Semesters 1 and 2:
- All students will meet with their learning specialist at the start of the semester and at the midterm point to reflect on their “glows and grows” and write an email message to their teachers.
- All students will state their preference for the frequency of meetings (weekly, every other week, monthly, or as necessary) for S1 and S2.
- Learning specialists, in consultation with family, teachers, deans, and counselors, will make a recommendation for the frequency of meetings (weekly, every other week, monthly) for students for S2.
Semesters 1 and 2:
- All students are sent a reminder at the start of each semester to send an introductory email message to their teachers.
- All students will state their preference for the frequency of meetings (weekly, every other week, monthly, or as necessary) for S1 and S2.
- Learning specialists, in consultation with family, teachers, deans, and counselors, will make a recommendation for the frequency of meetings (weekly, every other week, monthly) for students for S2.
SAT and ACT Accommodations
On the students’ behalf, and with signed parent/guardian consent, the accommodations coordinator in the Learning Services department will automatically submit requests for accommodations to the College Board for the PSAT and SAT. Students opting to take the ACT must indicate when registering that they will be applying for accommodations. Once registered, the accommodations coordinator will be notified and prompted by the ACT to prepare the accommodations request on behalf of the student. Please note that the College Board asks if evaluations and learning plans have been in effect for at least four months prior to making the application. The ACT asks if evaluations and learning plans have been in effect for at least one year prior to making the application.
Have Questions About Learning Challenges or Need Short-Term Support?
If a student suspects that they may have a learning disability, ADHD, or any other condition that is impacting their success at school, they are welcome to reach out to the Learning Services department for guidance. A learning specialist will schedule a meeting to discuss the student’s concerns in greater detail and then may offer study strategies or time management suggestions sufficient to resolve the student’s concerns.
If the student’s concerns persist, we may offer three support meetings per semester and/or an in-house academic screening. We may also offer referrals to licensed psychologists for a formal psychoeducational or neuropsychological assessment to better target interventions and support, including accommodations.