UL Learning Services

Learning Services personnel provide direct and indirect support to students who exhibit difficulty with academic learning and/or performance. Collaborating with parents, teachers, and students, learning services staff develop appropriate instructional strategies as well as offer referrals for additional support such as private tutoring, speech and language therapy, occupational therapy, and psychoeducational testing. They also identify students who are at risk for developing difficulties and provide recommendations and ongoing monitoring. For students with an outside psycho-educational evaluation, an Action Plan based on the evaluation is developed to provide faculty with information on a student's learning needs and recommended accommodations.

Learning Services in Upper Learning

In Upper Learning, direct and indirect academic support to students, faculty, and parents is provided through our Galloway Organization and Academic Learning Lab (GOAL Lab), overseen by our Coordinator of Learning Services Dr. Sue Feig. In addition to our faculty, who make themselves available to meet individually with students for additional help, the UL GOAL Lab offers support in organization, classroom and study skills, and executive functioning. Additionally, the GOAL Lab offers resources for students looking to improve their note-taking, study skills, and/or test-taking skills. Behind the scenes, our learning support personnel also consult with teachers; act as a resource for information regarding accommodations, instruction, and red flags for learning; and coordinate communication with outside professionals. In UL, requests for accommodations on standardized tests (PSAT, SAT, AP exams and/or ACT) are processed through the Learning Services Department.


While The Galloway School does not modify our academic curriculum, we can provide the following accommodations, as recommended by a current psychoeducational evaluation. Students with a diagnosed learning disability should have a current psychological evaluation on file at school, current within the last five years.

  • Extended time
  • Strategic seating
  • Ability to take tests/quizzes in a quieter location
  • Use of a laptop
  • Assistance with note taking
  • Use of assistive technology and by-pass strategies such as calculator, laptop, audiobooks, etc.
  • No penalty for spelling errors