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St. Paul's School for Girls

Grades 5-12 All-Girls Middle and Upper School

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Grades 5-12 All-Boys Middle and Upper School

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Student Services

Student Services available at St. Paul’s include a variety of academic and social / emotional resources. Consistent with the St. Paul’s mission to provide opportunities for all students to achieve their own personal excellence, the goal of Student Services across the Lower, Middle, and Upper schools is to help each child know their strengths and to make the best of their individual abilities. Each school has an experienced Student Support Team, composed of the Head of the School and other qualified faculty, who oversee the unique academic and social learning needs of students in each division. Together, the team partners with the student, his or her parents, and faculty to assess a student’s needs and provide appropriate resources to maximize the student’s potential and success. Serving as our school psychologist, a doctoral level clinician oversees the Student Service Team in each of the schools to provide continuity for students and families as they transition from Lower, to Middle, to Upper School. The psychologist is available to speak with students, teachers, and families at any time.

Middle School

Extra Help/ Independent Student Support (ISS)

Extra Help occurs twice each week in every student’s academic schedule; it is during community time. Starting the 2018-19 calendar year, students will have community time following lunch Monday through Friday. During community time, students will have the opportunity to access extra help on determined days. Students are able to schedule appointments to meet with faculty, and can receive extra help on assignments and projects. They can also use this time to complete work. Students may come to ISS on their own accord or through faculty or parent referral. By appointment, faculty are also available to meet with students during morning recess, lunch, and before and after school to provide assistance.

Academic Skills in 2018-19

Academic Skills is a class taught by the Middle School Learning Specialist or other experienced student support faculty members.  The class is taken in lieu of a modern language. Middle School students who have demonstrated a need and who have a diagnosed learning disorder or neurological condition, based on a psychoeducational assessment or medical evaluation, will be considered for the Academic Skills class. During this class, students learn to record, plan and prioritize assignments daily, building long-term academic habits and routines. They are instructed and supervised in the organization of their binders and lockers, and have regular check-in to maintain organizational gains. Students are provided with developmentally appropriate lessons that support their academic progress in core subject areas. Academic Skills include: goal setting, prioritizing, Cornell note-taking, making connections to material, study and test-taking strategies, and mindfulness. Less structured days reinforce these academic skills as they relate to current assignments and projects in their classes. Class size is small and facilitates some individual academic/executive function skills coaching. Students are expected to benefit from this level of support for the year, and then will be re-evaluated to continue in the Academic Skills class, or to be considered for alternative supports that help manage their learning needs.


A reading support class if offered to our 5th grade students identified with reading challenges through faculty or educational assessment. Our Middle School Learning Specialist provides direct reading instruction to students in this class in lieu of the modern language class. The class focuses specifically on skills for decoding, fluency and comprehension. Foundational elements from well-established reading intervention programs, such as Orton Gillingham, Wilson and Lindamood-Bell support reading progress. Students also learn how to use audio books effectively to enhance their academic work in Middle School.  Additionally, students in the Reading class are matched with Pre-K students in a read-aloud program, where older students read and mentor younger ones.  The year concludes with an initial read of the 6th grade summer required reading.

Academic Study Hall (ASH)

Academic Study Hall is an additional study hall period offered to students in need in lieu of a modern language. Students new to SP in 7th and 8th grades, Academic Skills graduates, and students identified by faculty or educational testers as needing additional time to complete work, may be recommended for ASH. This class takes place in our library under the supervision of Middle School Faculty. Students record work in their planner and are supervised for time management to encourage effective use of the study hall.


Peer Tutoring

The Peer Tutoring program is offered to Middle School students who need modest academic support and additional practice with academic content in Math, English, Japanese, and Spanish.  Upper School peer-tutors, trained by the Middle and Upper School Learning Specialists, are matched with Middle School students. The tutors provide review and repetition in weekly tutoring sessions. Middle School teachers recommend students to peer tutoring based on academic need.  These recommendations are typically made in the fall, and parent permission for this academic support is needed for students to participate.  Peer-tutoring takes place Thursday mornings from 7:30-8:15AM at the Middle School.


Student Services Team in the Middle School


Brad Bernstein, MS School Counselor

  • Provide counseling and support to students & families
  • Assist with learning services as needed 
  • Teaches Seminar as needed.

Margaret Schlossberg, School Psychologist

  • Consulting psychologist for all divisions of SP
  • Provide additional support to families (and to the SST) as needed



Upper School

St. Paul’s Upper School Academic Support

Members of the Upper School Student Services Team offer a variety of learning services, academic resource support, small group coaching and instruction in addition to counseling. Through collaboration with teachers and families, the Upper School Counselor, Director of Academic Support, and Learning Specialists strive to achieve an in-depth understanding of students’ learning styles and needs in order to help them reach success both inside and outside the classroom. We enthusiastically encourage students to contact Student Services at any time. Parents are welcome to contact the Director of Academic Support, grade-level Learning Specialists, or advisor at any time to discuss what services may be available and appropriate. 

The Learning Support Plan Process

Students who are entering the Upper School with both prior testing and school accommodations, will meet with the Student Services Team and student advisor to discuss a Learning Support Plan. During that meeting, the school, family, and student will discuss both testing accommodations and classroom supports for the year to determine the best course of action. It is important to emphasize that student input is valued and is an integral part of the Learning Support Plan process.  

Students who have not had an evaluation prior to joining the Upper School, but have been identified as needing more formalized support are encouraged to contact the Student Services Team to initiate the process of creating a Learning Support Plan. The first step includes families, faculty, and student working together to identify areas of concern to share with a psychologist who will evaluate the student. The results of the evaluation are forwarded to the Student Services Team and a Learning Support Plan for the student will be written, if a diagnosis warrants one. The next step includes a meeting with the family, advisor, and teachers (if need be) to discuss the results and accommodations suggested in a draft LSP. Once the Learning Support Plan is approved, then it will be distributed to the faculty for implementation.

Testing and Classroom Accommodations

A student with a Learning Support Plan is encouraged to use the classroom and testing accommodations listed on their plan. All students with approved accommodations are instructed on how to access their accommodations and must follow an established use policy. What we honor includes, but is not limited to, extended time, computer use, and preferential seating. However, we do not support reduction in length of assignments, extension of due dates, or no penalization of spelling. If calculator accommodations are recommended, the specified model will be determined by the math department. Additionally, testing in a distraction-free space is limited during midterm and exam periods.

              Modern Language Accommodations

A learning difference should not prevent a St. Paul’s student from taking advantage of studying a second language, nor should it prevent a student from fulfilling the language graduation requirements (3 years of a language). The Modern Language Department will collaborate with the Academic Support Department to ameliorate any student anxieties towards learning a second language and to provide reasonable accommodations to best facilitate learning.

Individualized learning plans are best implemented through ongoing conversations between student, teacher, and learning specialist. The student and his family should be aware of their critical role in terms of communication. With this goal in mind, the language teacher will meet individually with the student during the first weeks of school to discuss the Learning Support Plan (LSP) and how it is reflected in the classroom as well as outlining the responsibilities of the student. Above all, it is important for students to enter this new experience with a positive attitude, which they will see reflected in the energetic, fun and varied language classrooms of the St. Paul’s Upper school.

Temporary Accommodations

Students will be permitted temporary accommodations if an evaluation is scheduled. Other cases in which we permit temporary accommodations include but are not limited to mental health crises and concussions. 

Concussion Accommodations

For concussions, the Student Services Team will work with the athletic trainer to identify and track concussions. The athletic trainer will communicate directly with the doctor to coordinate return-to-learn. In addition to this, the trainer will contact the Student Services Team regarding formal accommodations and then the Student Services Team will distribute accommodations to faculty. Temporary accommodations will be valid until the student’s symptoms are cleared by the treating physician.

Mental Health Accommodations

Mental health accommodations are managed on a case by case basis but in general, the student must have a diagnosed mental health disorder and be under the care of a certified mental health professional. School mental health accommodations will be determined by the guidelines suggested by the treating clinician. The school will work with the student and family to determine the best course of action that is individualized for the student.

Standardized Testing Accommodations

Standardized testing accommodations are coordinated through the Student Services Team and the department’s SSD Coordinator (Services for Students with Disabilities). Students and families in collaboration with their college counselor and/or advisor are responsible for determining a testing schedule and registering independently for both the ACT and SAT tests. At that time, the SSD Coordinator is available to assist the student and family in submitting an application for accommodations. The request will consist of accommodations that are (1) recommended on the student’s evaluation and (2) currently being used by the student in the school setting. The school’s policy for standardized testing accommodation applications must include:

  1. a.     The student has an psych-educational evaluation with both a diagnosis and code determining a disability
  2. b.     The evaluation is recent and has been conducted within the last 3-5 years
  3. c.     School testing accommodations have been in place for at least 4 months from implementation


Families who would like to qualify for College Board or ACT waivers, are encouraged to consult with their College Counselor and SSD Coordinator to determine a plan moving forward.

Tutor Policy

At St. Paul’s, we value the relationship between teacher and student and want to encourage students to reach out to their teacher first prior to seeking additional resources. In addition to this, we also have a variety of academic resources that are open to students throughout the day such as a math center, writing center, and learning specialists. With this in mind, we ask that all outside student support occur after the academic school day.

Student Services Team in the Upper School


Caroline Dengler, Director of Upper School Learning Services

  • Provide learning services, academic resources for 9th and 10th grade students.
  • Complete Learning Support Plans (LSPs), using recommendations from the individual pyscho-educational evaluations, that will serve as classroom recommendation
  • Conduct family meetings in collaboration with your child’s advisor to address academic concerns

Rajesh Ramgopal, Learning Specialist and Math Instructor

  • Provide learning services, academic resources for 11th and 12th grade students.
  • Math support across all grades as needed
  • Complete applications for standardized test accommodations
  • Conduct family meetings in collaboration with your child’s advisor to address academic concerns 

Margaret Schlossberg, School Psychologist

  • Consulting psychologist for all divisions of SP
  • Provide additional support to families (and to the SST) as needed

Jackie Villet, Upper School Counselor

  • Provide counseling to students and families
  • Assist with learning services as needed


St. Paul’s School
11152 Falls Road 
P.O. Box 8100 
Brooklandville, Maryland 21022
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