Why Franklin Academy?

American teenagers typically attend their public high school and some attend private day schools close to home. Unfortunately, many local schooling options are not appropriate for students diagnosed with nonverbal learning differences. Lacking a nurturing environment, good friends, a thoughtfully delivered curriculum, and appropriate support services, these children often face tremendous difficulties. As academic and social pressures increase, frustration and anxiety often follow for students with NLD.

Without exception, these boys and girls are bright, talented, and creative. They are great children who possess significant potential, but they have been marginalized by their previous educational experiences. This is why Franklin Academy was founded with a very specific mission -- namely, to provide students with nonverbal learning differences the academic and social skills to become life-long learners, to pursue college and career goals, and to enjoy fulfilling lives.

We believe that by focusing solely on the NLD population, we have the opportunity to bring together students who possess similar strengths, share common interests, and face comparable challenges. Our students identify with each other, and every student enjoys the solidarity of belonging to a natural peer group. As a result, rather than existing alone at the periphery of a school's population, these children are thriving "front and center" at Franklin Academy where they have the chance to live and learn together in an atmosphere of respect and compassion.



We maintain that a boarding school provides a superior setting for the daily instruction and direct practice of social pragmatics. What is learned in the classroom about social skills is honed in many different venues across the campus and throughout the day and week, whether in the dining hall at breakfast, in the dormitory commons room in the evening, or during an off-campus weekend excursion. With eighty percent of our faculty and administrators living on campus, adults and students frequently cross paths, providing many opportunities to seize the "teachable moment". Each teacher instructs classes, serves as a core leader who meets daily with his or her core group of five students, sponsors afternoon activities, and provides evening and weekend supervision in the dormitory, across campus, and during off-campus excursions. To say the least, our teachers come to know their students very well, and everyone is on a first name basis.

Our 75-acre campus setting is pastoral and serene. The compact layout of campus buildings is easy to negotiate so no ones feels lost or overwhelmed. Single occupancy dormitory rooms provide quiet, comfortable, and private living space.

The highest priority from the very beginning has been to create a school community where every student feels safe, connected, understood, and supported. And, if the school environment is right, then the prospects for success in the classroom improve dramatically.

Franklin Academy's academic program is designed for students who exhibit an auditory learning style preference. The curriculum is project-based, utilizing a teaching methodology that incorporates hands-on, real world applications. We believe that one pedagogical approach does not serve all students, and we work to personalize and to match teaching strategies with each student's learning needs. Although course content is fairly traditional, our focus is on skill acquisition and the process of how students learn rather than on rote fact memorization. In helping students to become better problem solvers and researchers, their preparation for college is enhanced.

Lastly, we strive to improve our program. An on-going assessment of student performance parallels a continuing critique of curriculum, teaching strategies, and organization of the school year in a never-ending attempt to serve our students more effectively.

We believe that we are succeeding in creating the type of college preparatory boarding school community that our students need and want. Here are some recent quotes from visitors, educational consultants, and current parents:

	"Thank you once again for a wonderful visit on Tuesday. I again have to tell you how exciting it was to watch and absorb your enthusiasm for the NLD population."
	"My husband and I found Franklin's approach to NLD both exciting and exhilarating. You have unearthed an NLD child's biggest struggles and their worst nightmares -- both academically and socially. In doing this you have found a way to educate them, to help them educate themselves, and to aid them in securing a place in society that is safe, enjoyable, and productive."
	"We were very impressed by your understanding and compassion for children (like our daughter) who have had such difficulty in traditional school settings. It is wonderful that Franklin Academy has designed a learning and living environment where these children can create their own brand of success."
	"You are all to be congratulated for your vision, efforts and accomplishments for such a special group of students."
	"The talent, knowledge, and energy that has been put in (this) school by all involved is amazing. It can only be a success! And the children seemed so happy and involved with their environment."
	"I very much enjoyed my annual trek to Franklin for the Parent/Grandparents weekend. It's wonderful to see how the school is growing and fulfilling a gaping need for our NLD kids. I continue to be amazed at the progress our son is making in his living and social skills. I love seeing him at ease with his friends -- he never had friends at home!"
	"Our eighth-grader has been at Franklin Academy less than two months, but says he envisions himself remaining through high school. That Franklin has provided him so much security he can look ahead, rather than struggle to survive day-to-day, is his and our highest recommendation."
	"When my son called to say he was elected to student government, I cried."
	"Although our son has a ways to go, the changes we've seen in him are just about short of a miracle. A year ago, he barely said a word to anyone and spent a lot of time in his room. Now he is smiling, he is talking, and he is talking about colleges and bringing up his grades! He has friends over to visit, and he'll do what you ask without arguing most of the time. How can we thank you?!"

One of our day students missed 70 days of public school in the year before attending Franklin. He simply dreaded attending classes. Now, he cannot wait to come to Franklin Academy each day, and often he stays until the dinner hour.

A very shy and reticent boy almost did not gain entry to Franklin Academy. He seemed too fragile and too determined to avoid interaction with other students. After several lengthy meetings with the family, we decided to give this student a chance in the day program. Since opening day, his progress has been truly dramatic. Body language, facial expressions, and eye contact reveal newfound confidence and growing self-esteem. Last year during our fall Parents' and Grandparents' day he volunteered to greet our guests as they arrived on campus, and in late October he moved into the boarding program. The Admission Office has asked him to meet with prospective students, and he has recently been asked to serve as one of our first resident assistants in the dormitory.

A Franklin mom reported that she took her son to see his psychologist while he was home for winter vacation in December. The psychologist could not believe it was the same boy who left for Franklin Academy in September, and he said to the mother: "Whatever Franklin Academy is doing, it is really working for your son."

Our inaugural class of six seniors was able to choose from among a wonderful selection of college options that included the following: Barry University, College of the Atlantic, Eckerd College, Emory and Henry College, Landmark College, Lynn University, Mitchell College, Ocean Community College, Roanoke College, Southern Vermont College, and Union College. One of our current seniors has just been accepted early decision to Arizona State University while the remainder of the class is deep into the college admissions process. This spring the school will host its first college fair, and we anticipate that our graduates will embrace an ever-growing list of collegiate opportunities.

Of course, there have been some struggles and surprises since we opened in September of 2003. With no other boarding school providing a model to emulate, it has been necessary to pioneer our own strategies for serving students with nonverbal learning differences. Most of the ideas work. Others need to be modified as we learn more about our students. Still, our students are flourishing in this environment, and we are delighted at how quickly Franklin Academy has rooted, grown, and blossomed in the countryside of East Haddam, Connecticut.