Kicking Off a Summer of Growth and Discovery

At Franklin Academy, summer is more than a season—it’s a mindset. As we launch this year’s Summer at Franklin program, we are filled with anticipation and purpose. For our community of neurodivergent learners, this is not just a chance to engage in new experiences; it’s an opportunity to deepen executive functioning and social integration skills that are essential for long-term success. Our students come from across the world to join us, and we are honored to welcome each of them to our unique campus in East Haddam, Connecticut.

This summer, we are especially excited to pilot a brand-new assessment method designed to support neurodivergent students in ways that are actionable, strength-based, and future-focused. For years, schools have struggled to define and track the nuanced skills that prepare students for college and adulthood—skills like flexible thinking, self-advocacy, time management, and social awareness. Our new model sets out to change that. By developing standardized norms and expectations tailored to neurodivergent learners, we aim to create a shared language for measuring progress in executive functioning, social competence, and beyond.

Throughout the summer, we will embed real-time assessment opportunities into every aspect of student life. During daily workshops on topics within executive functioning, independent living, and self-reflection, we will track skill growth through structured observation and student self-reporting. From managing a dorm room to navigating mealtimes, every part of the day becomes a data point for gauging independence and adaptability. Our staff will use observation rubrics and skill benchmarks aligned with our new assessment model to track and reflect on students’ growth—offering individualized feedback and targeted support along the way.

In our Path classes—ranging from Animal Science to Robotics, Forensics to Theater—students will work collaboratively on projects that allow for authentic demonstrations of executive functioning and problem-solving skills. Whether conducting a mock crime scene analysis or preparing a digital portfolio, students will be evaluated on their ability to initiate tasks, manage time, sustain attention, and interact appropriately with peers. These projects serve a dual purpose: they build confidence and creativity in our students while giving us critical insight into how these young people work, learn, and thrive under various conditions.

Through a summer of project-based learning and community-building, our students will not only build their own skills—they’ll help us build a better system. The framework we are designing will eventually expand to include critical thinking, reading and writing fluency, emotional wellbeing, digital literacy, and daily living skills. We believe that by clearly defining what independence looks like—and how it can be taught, practiced, and celebrated—we can equip young people and the schools that serve them with tools that are transformative.

We can’t wait to watch our students explore their passions, forge friendships, and realize their potential. And we’re proud that this summer will not only be full of growth and fun, but also a major step forward in how we understand, measure, and support neurodivergent success in education.

Recent Posts

Why We Moved to a Dual Advising Model: A Human-Centered Shift in How We Support Neurodivergent Teens

Kicking Off a Summer of Growth and Discovery

A Chat with Neurodivergent Students Around the World: Why Franklin Academy is Your Next Adventure

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