Academic Supports
At Rock Point, personalized learning is about the student’s lived experience within a strong academic structure. Our small class sizes and trusting relationships allow teachers to understand each student deeply and tailor instruction, supports, and expectations in ways that build confidence, mastery, and genuine engagement.
While we thoughtfully use IEPs or 504 plans to inform our support, the heart of our approach is student voice. Each student contributes to their learning journey from day one—whether by influencing classroom agreements, having a say in how they present work within their core classes, or co-creating unique electives. At Rock Point, the Student Learning Profile & Plan (SLP) is just one element of a relationship-based roadmap where students’ voices guide their path.
Educational Plans
Rock Point incorporates a student’s IEP or 504 plan into a teacher‑directed Student Learning Profile & Plan (SLP) in consultation with our special educator. The SLP translates previous documentation, testing, and biography into a clear learning profile and accommodations, as well as our goals for the student. It ensures legal alignment while supporting personalized instruction. The SLP provides scaffolds for faculty and ensures continuity for public school referrals.
Differentiation and Accommodations
Teachers use diagnostic instruction to understand how each student learns best and adapt lessons, assignments, and assessments accordingly.
This includes elements such as:
- Adapted assignments
- Multiple assessment pathways
- Skill‑building from current level to next
- ISP‑aligned supports
In practice, this may look like accommodating extended time on tests, answering questions out loud, talking with teachers about shortening written assignments, receiving copies of notes, or constructing a study guide to use on tests. Students are also offered a wide variety of assessments to appeal to different learners. For example, there may be a creative writing option, a research option, a performance option, and a literary analysis option for an English assessment.
Students have meaningful choices in how they demonstrate learning, supported by accommodations that ensure access and success.
Supports for Neurodivergent Students
Many of the academic supports at Rock Point naturally benefit neurodivergent students, because our approach is grounded in universal design, relational teaching, and personalized learning. We build structures that work for a wide range of learners, including those with ADHD, executive function challenges, learning differences, and co‑occurring social‑emotional needs.
In addition to our core academic supports, we provide targeted strategies that help neurodivergent students understand how they learn, manage cognitive load, and build independence. These include explicit executive function coaching, assignment scaffolding, flexible pathways for demonstrating mastery, sensory‑aware classroom practices, and opportunities for students to advocate for the tools and routines that help them succeed. Most of these supports are available to all students and do not require a formal diagnosis; they are part of our commitment to designing learning environments where diverse learners thrive.
Rock Point students practice social-emotional learning and executive functioning skills both in and out of the classroom. To learn more about how Rock Point School supports this learning outside of our academic program and within student life, our residential education program, and our campus culture, visit our Social-Emotional Learning page under "Student Life."
Rock Point School is granted special education approval through the Vermont State Board of Education.
Supplemental Academics & Internships
Students can extend their learning beyond Rock Point’s core offerings through individualized academic pathways such as online courses, Burlington High School classes, spring college courses or readiness‑based internships. These options allow students to pursue interests, accelerate learning, or explore future‑ready experiences in close collaboration with advisors. Supplemental Academics gives students personalized opportunities to stretch, deepen, or apply their learning when they are ready.
Supervised Study
Study hall is a structured space where students receive academic support and learn how to understand their own learning. Teachers and staff members use metacognitive strategies and motivational interviewing to help students reflect on what works for them, identify barriers, and build habits that support independence.
Two scheduled 45-minute study halls each day create a strong foundation for scaffolded academic support. The afternoon study hall, supervised by teachers, offers interactive homework help, subject-area guidance, and clarity around assignments and expectations. This time also builds the specific skills students need to succeed more independently during the evening study hall. In the evening, residential educators provide structure, supervision, encouragement, and assistance as students work to complete homework, and strengthen their ability to manage their learning.
Supervised study at Rock Point School helps students to reflect on their learning strategies and set goals through conversation with trusted adults as they move toward mastery.