Learning Access & Student Achievement

Lena Sadowitz
Director of Learning Access & Student Achievement
Email: lena_sadowitz@loomis.org

Lena joined the Loomis Chaffee faculty in 2016. Prior to coming to Loomis, she was Co-Director of the Teaching and Learning Center at the National Cathedral School in Washington, D.C., and taught in public schools in Evanston and Chicago, Illinois and Boston. Lena earned her M.A. in Learning Disabilities and additional graduate course work in Communication Sciences and Disorders from Northwestern University, M.Ed. in Elementary Education from Lesley University, and B.A. in American Studies from Wesleyan University where she spent a great deal of time saturated in chlorine with the varsity swim team.

Lena grew up in New Haven, CT and is happy to be back within a stone’s throw of its pizza. She has four children and an energetic dog and lives in Simsbury. When she is not on the Island or driving her minivan to kids’ activities or the bagel store, she likes photography, baking, drinking coffee, and exploring near and far with her family.

Michele Trenchard
Associate Director of Learning Access and Student Achievement
Email: michele_trenchard@loomis.org

 

Rebecca DiSciacca
Associate Director of Learning Access and Student Achievement
Email: rebecca_disciacca@loomis.org

 

Accommodations are designed to minimize the impact of a diagnosed disability on a student’s school performance and, to the extent possible, provide equal access to the curriculum. Accommodations affect how a student accesses instruction or assessment but do not fundamentally alter or modify the essential nature of a course, curriculum, or graduation requirements.

• Students with diagnosed disabilities may request accommodations via the Director of Learning Access & Student Achievement.
• Loomis Chaffee follows nationally recognized documentation guidelines. In order to use accommodations on assessments or in the classroom, documentation:
  • Must be on file with the Director of Learning Access & Student Achievement
  • Should include a comprehensive neuropsychological or psycho-educational evaluation by a licensed clinical psychologist/neuropsychologist that states the rationale for the accommodations and indicates the current functional impact on academic achievement that is due to a diagnosed disability.
• Eligibility for accommodations is determined on a case-by-case basis after a thorough documentation review by the Director of Learning Access & Student Achievement; typical accommodations include extended time (up to 50%) and use of a computer for note-taking and tests.

Standardized Testing Accommodations

Loomis Chaffee adheres to the documentation guidelines of the College Board and ACT. These organizations expect that students are receiving equivalent accommodations in the curriculum.

Applying for accommodations on College Board (PSAT, SAT, SAT Subject, AP) and ACT tests is a separate process from school-based accommodations. Eligibility for and use of accommodations at Loomis Chaffee does not guarantee accommodations from standardized testing organizations. Students and families are responsible for applying for accommodations and registering for these tests by the deadlines posted by each organization. The Director of Learning Access & Student Achievement can assist with the required documents and steps once notified by a student/family.

Loomis Chaffee recognizes that, at times, one-to-one tutoring support may be beneficial for a student. Tutoring is expected to supplement a teacher’s extra help and the support of school-run resource centers (QRC, Writing Studio). Tutoring is subject to availability. Self-advocacy instruction is implicit and expected in all tutoring situations. For more information: www.loomischaffee.org/tutoring.