Learning Disability Services



MDHS provides reasonable accommodations and support within its current classroom organization to students with documented learning/attention differences through the Monarch Academic Program for Success (MAPS). It reserves the right to define "reasonable accommodations" based upon available resources and personnel. Please note that MDHS does not modify coursework.
Accommodations are fee-based, based upon qualification, and may include:
  • Extended time (50%) on exams in a distraction-free setting, per student request
  • Use of Learning Ally (audio textbooks used on the iPad that highlights text as it is read out loud)
  • Read Live (a web-based reading fluency program offered to students in the 9th grade Reading course)
  • Peer note takers, per student request
  • Oral test taking, per student request 
  • Assistance with extended time applications on the ACT/SAT, and special proctoring
  • Peer tutoring and individual assistance from learning specialists
  • An Individualized Learning Plan (ILP), created with the student, parent(s), and Dr. Montemagni
  • Meetings with teachers, parents, students, and/or counselors, per student need
  • An optional, graded elective course during the day (Tier II of the MAPS program)
Accommodations & Psychoeducational / Neuropsychological Testing
Neuropsychological and psychoeducational testing assesses cognitive, academic, memory, visual-motor, attention, and executive functioning skills, among other areas, to determine areas of strengths, difficulties, learning/attention differences, etc., that may affect one's achievement, study skills, self-esteem, etc. Testing is available on campus and off site with Dr. Montemagni, Executive Director of Learning Services, for a separate fee. A referral list of other professionals available that administer testing, as well as instructions for how to test through the public school district, is available through the Learning Center.  Please be advised that there are specific guidelines for acceptable documentation. Click on Diocese of Orange link for specific guidelines.

Basic Guidelines for Documentation 
Documentation to support the need for accommodations through MAPS must:
*State the current, specific DSM-V disability, how it was diagnosed, and how it impacts the student's learning
*Be current within 3 years
*Provide a complete educational, developmental, and relevant medical history
*The report must describe the functional limitations from the disability and the tests used to arrive at the diagnosis of the disability (including scaled/standard scores and percentiles)
*Testing must consist of specific types of tests as listed in guidelines
*Please note that a doctor's note is not accepted as comprehensive documentation