Supports for Neurodivergent Students at Rock Point School

If you look at our Academic Supports, you will notice that many of the supports available are helpful for neurodivergent students. In general, we try to create a universal design that works for all different kinds of students. Here are some more specific examples of how we support students with a variety of learning needs and differences. Most of these supports are available as part of our general approach to success for all students and are not contingent on any specific diagnosis.

Relationship-based approach to teaching

The core of our school is relationships. Teachers and staff build relationships with students where students feel safe, seen, and heard. Students are more likely to participate when they feel valued, and having positive, trusting relationships with staff can help students de-escalate when they are in difficult situations. 

Building relationships with students is complex, but we know from experience it requires being present, curious, and non-judgmental. It also means practicing self-regulation, good communication, and setting clear boundaries. We firmly believe that being playful and using humor are great (maybe the greatest?) ways to connect. Teachers engage with students for the entire school day, including during electives class, meals, and study hall, providing many different ways to connect with students. Our residential staff has a lot of opportunities to tap into student interests through weekend and evening activities, as well as open time.

Personalized Learning Plans

These are plans created with each student, taking into account any previous IEP or 504 plans they have had at previous schools, any specific goals they have, and their strengths and challenges as students. Teachers and staff refer back to these plans regularly, and students review them with advisors to make adjustments as needed. 

Classroom accommodations

Our teachers regularly accommodate students in class without needing specific plans to do so. For example, any student is able to access the following upon request:

• Short breaks
• Alternative seating
• Use of noise reduction headphones
• Comfort objects or fidget toys
• Information is presented in a variety of ways (audio, visual, tactile, etc.)

Assignment Accommodations

Student accommodations are made regularly with conversations between students and teachers. Here are examples of some accommodations available to students:

• Assignments broken down into steps (this is something teachers do for all assignments, but some students may wish for things to be broken down further)
• Explicit teaching of time management, note-taking, and other executive functioning skills (again, this is part of our curriculum, but some students may request or require extra help with these skills)
• Access to audiobooks, voice-to-text, or a scribe
• Options for assessments based on student's learning style and intersts
• Shortened assignments

Social-Emotional Mentoring and Teaching

Because of the relationship-based teaching approach at Rock Point School, staff regularly checks in with students regarding their social and emotional well-being.

• Weekly advising meetings where students meet with an advisor to review how they are taking care of themselves and their responsibilities
• Weekly Life-Skills class where students learn about tangible skills, like cooking and car maintenance, and also have a curriculum on social-emotional topics, like consent and stress management.
• Weekly dorm floor meetings where students can bond and also address any issues coming up on the dorm floor
• Conflict mediation with staff members
• A variety of evening and weekend activities that help students build healthy relationships with one another as well as building confidence