• EST Conferences;
• Parent is responsible for monitoring the accommodations specified in the EST notes;
• Parent is responsible for keeping the communication flowing between the school and home re: grades, homework, tests, etc. (Limited to one e-mail, voice-mail, or face-to-face communication per teacher per week);
• Parent/student manage the effects of the disability.

• EST Conferences;
• Selective Studies staff member is responsible for monitoring the accommodations specified in the EST notes;
• Selective Studies staff member is responsible for keeping the communication flowing between the school and home re: grades, homework, tests, etc. on a bi-weekly basis;
• Selective Studies staff member observes student in the classroom and advises the family on effective management of the effects of the student’s disability.

• Student is enrolled in one or more Selective Studies classes;
• EST Conferences;
• Selective Studies staff member is responsible for monitoring the accommodations specified in the EST notes;
• Selective Studies staff member is responsible for keeping the communication flowing between the school and home re: grades, homework, tests, etc. on a bi-weekly basis;
• Selective Studies staff member observes student in the classroom and advises the family on effective management of the effects of the student’s disability.

• Language Arts – Integrated reading, language, and writing instruction based upon the Orton-Gillingham method, which is multi-sensory and paced to meet the individual needs of each student; 90 minutes daily.
  
  
• Math – The Saxon math program for 60 minutes daily
  
  
• Orton-Gillingham Group – Intensive phonics instruction for 30 minutes daily.

• Reading – Instruction follows the curriculum of the regular classroom with emphasis on remediation in specific areas of weakness, like phonics, fluency, and comprehension.
  
  
• Math – Instruction covers the concepts of the curriculum of the regular classroom using the Saxon math program as a basis.
  
  
• Language – Grammar and writing instruction following the curriculum of the regular classroom.

• Study Skills – Instruction in how to manage a student planner, organize a locker and book bag, get assignments turned in, as well as study skills specific to students in middle school; meets 30 minutes twice a week after school and includes a daily planner check.

• Any current student who is functioning below grade level (as measured by failing report card grades, or by scores on the Stanford Achievement Test);
• Any student who has a psycho-educational or neuropsychological Evaluation on file with the school who needs classroom accommodations;
• Any student new to Providence with current psycho-educational testing and who has as a requirement of admission that he be a part of the Selective Studies Program. This is usually for one semester to help him transition successfully into the regular classroom. These students may be admitted with a disability such as AD/HD, or a mild to moderate Learning Disability. However, a student’s AD/HD symptoms must be under control with whatever interventions the parents choose, which are proven to be effective. A student with a learning disability must enter Providence on grade level.

Excluded are students who have a learning condition primarily due to social or behavioral issues (such as NLD, autism, or AS), or who need a small classroom to thrive, and students who do not have the IQ potential to learn a college-prep curriculum.