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Learning Differences Support Services


For Students With Learning Differences


As part of our mission, St. Mary’s Ryken offers support services to students with learning differences. We are equipped with fully qualified staff, and students are admitted into the program through the regular admissions process.

SMR provides assistance for students with diagnosed learning disabilities in the areas of reading, writing, math, ADHD, autism spectrum disorders, and medical conditions that affect their performance in the classroom. Services include classroom and testing accommodations, and daily or weekly meetings with a resource specialist.

To obtain support services for your child:

  1. Submit a St. Mary’s Ryken admissions application and indicate that support services are needed.
  2. Submit psycho-educational test results, the student’s 504 plan, current IEP, or CAP plan, and letter of medical or ADHD diagnosis
  3. Once your test results are received, a resource specialist will contact you, and an accommodation plan will be prepared.
  4. For more information about psycho-educational testing or for referrals to qualified testers, please contact one of our Resource Specialists listed below. 

After reviewing the student’s application for admission and the testing information provided by the family, the resource specialist will recommend one of three options tailored specifically to the student’s needs:

  1. An accommodation plan
  2. An accommodation plan and routine meetings with a resource specialist
  3. An accommodation plan and daily resource period placement

Questions? Please contact one of our Resource Specialists below or the Admissions Department.

Levels of Support for Students with Learning Differences


In order to be eligible to receive services, the following documentation is needed:   Copies of a current (dated within three years) cognitive (IQ) and academic testing report, provided before the start of the school year. The report must include the following information:

  • Name, title and professional credentials of evaluator
  • All reports must be on letterhead, typed, dated, and signed
  • Actual test scores from standardized instruments must  be provided from both the cognitive and academic tests
  • Documentation must include a specific diagnosis. Use of the terms “suggests” or “is indicative of ” is not considered  a diagnosis
  • If there is a diagnosis of ADHD, recent written  documentation of this diagnosis is needed, in addition  to test reports from the cognitive and academic testing
  • Recent (within one year) medical documentation if the student will have a plan to address a medical disability, including visual or auditory 
  • Documentation must include specific recommendations  for accommodations, such as extended time
  • Documentation must describe the limitations presented  by the learning disability and why specific accommodations are needed to help the student
  • Include a copy of the student’s  current IEP, CAP plan or 504 plan (if applicable)

Once the complete testing reports  are received, an accommodation plan will be prepared for each student. This plan includes a brief description of the student’s learning disability and the accommodations recommended.  Teachers will receive a copy of the accommodation plan, as well as a series of strategies for working with the student. 


Meet Our Team

Mrs. Sarah Forte

Mrs. Sarah Forte

Resource Teacher
Xavier Hall
Dr. Jill Tennyson

Dr. Jill Tennyson

Resource Teacher, Head Cross County Coach, Head Track & Field Coach
Xavier Hall