Admissions
Why Brighton?
The Brighton Difference: Our Approach to Hands-On Learning
Brighton is leading the way for students with language-based learning differences.
Established in 1972 to serve students with dyslexia and other language-related learning differences, Brighton understands the complex nature of working with students who learn differently. For nearly five decades, our mission has been the education and development of the whole child, empowering each of our students to achieve. Our students are taught using the most current evidence-based practices to target strengths as well as differences. At The Brighton School, we believe all students can learn given the proper tools to reach their full potential.
Our four-pronged approach develops the whole child.
Academics
Academic growth is a priority for our students. We use evidence-based instructional programs and strategies that engage students visually, auditorily, tactilely, and kinesthetically. Instruction that integrates multiple sensory pathways helps our learners connect to, recall and apply important academic concepts and skills.
Language Therapy
Evidence-based therapeutic reading programs make it possible for students to successfully engage with oral and written language. Daily therapeutic instruction leads to gains in reading, writing and spelling which positively influences performance in other classes.
Social-Emotional Development
Understanding how to be a positive and productive member of a school community can be challenging for students who learn differently. Intentional instruction paired with ample opportunities to practice social skills sets the stage for successful peer interactions and positive school experiences.
Executive Function Development
Planning, organization, initiative and self-control are examples of executive function skills often under-developed in learning-different students, yet critical for success in and out of the classroom. Because we take nothing for granted, executive function skill instruction is integrated into every classroom, every day.
“One very important goal here at The Brighton School – provide each student with a multisensory approach to overcoming literacy difficulties (dyslexia) in the classroom.” – Theresa Hastings, Admissions Director and Director of Therapy, CALT, iCALP
All therapies are Orton-Gillingham based—working on memory, processing speed and auditory discrimination.
Multi-sensory learning continues through all grade levels
Small Classes—we strive to keep classes small knowing that students with learning differences require very focused, precise, and individualized instruction.
“Attention and focus are the glue—Keeps all the learning there in their minds. They need to be able to move and wiggle whether it is in a wobble chair, bouncy ball, or a standing desk with a swinging footrest. Then they can get that energy going and it allows them to focus and pay attention more.” – Cheryl Ollmann, M. Ed. Principal and Director of Academics and Instruction, CALT, iCALP Hands-on, multi-sensory techniques are incorporated into every aspect of daily instruction, which allow us to create powerful learning experiences unlike any other learning environment and classroom.
“We feel it is extremely important to have highly qualified teachers who have obtained a master’s degree, a degree in dyslexia education, and additional instructional certification. Our teaching staff is composed of a large number of both Certified Academic Language Therapist (CALT) and Certified Academic Language Practitioner (CALP).” – Kenny Henderson, M. Ed. – Executive Director
The Brighton School Admissions Process — Identifying the Successful Applicant
The Brighton School has a five-step process for students seeking placement at Brighton.
List of 5 items.
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Step 1: Schedule a tour for Walk-Thru Wednesday
Tours are available every Wednesday at 9 AM. Angelle High, Director of Enrollment, will share a broad overview of Brighton’s program focusing on four key areas: academics, therapeutic services, social-emotional development and executive functioning skills. After, we will take you on a tour of our classes to show our students and teachers in action. We find this is the best way to illustrate for families that which makes Brighton the best place for students with dyslexia and other related language-based learning differences.
Contact Angelle High: ahigh@thebrightonschool.org | 225-291-2524 ext.507 -
Step 2: Psychoeducational Evaluation
The Brighton School requires a current psychoeducational evaluation from a licensed psychologist. A thorough evaluation identifies your child’s formal diagnosis and academic strengths and weaknesses. The evaluation is also a resource in the development of your child’s individual service plan, a tool to help our teachers and students on their journey toward success in and out of the school environment. -
Step 3: Online Application with Three Recommendation Letters
Application* for enrollment can be accessed and completed on the school’s website: Each applicant should also submit three letters of recommendation from their current school. One recommendation should be from the school’s principal or executive director and the remaining two from their current teachers.
Apply Online
*There is a $25 application fee -
Step 4: Shadow Visit
Upon receiving a completed application, our Director of Enrollment will contact you to arrange a three-day shadow visit experience at the school. During the shadow visit, your child gets the opportunity to experience Brighton as a student. Throughout the visit, our teachers will compile information focusing on academics, social interaction, appropriateness of placement, and academic strengths and weaknesses*. The information gathered will be used to help us determine whether there is a positive match between your child and the school.
*For 9th through 12th grade students who complete the shadow visit, there will be an interview on the last day with your student and the Director of Admissions. -
Step 5: Admissions Committee and Final Acceptance Decision
Once the shadow visit is completed, all documentation will be gathered and shared with the admissions committee for review, and a final acceptance decision will be made. All applicants will be notified by email or telephone.
Notice of Nondiscriminatory Policy as to Students
The Brighton School admits students of any race, gender, color, nationality, or ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, gender, color, nationality or ethnic origin in administration of its educational policies, scholarship and loan programs, and athletic or other school-administered programs.
The Brighton School admits students of any race, gender, color, nationality, or ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, gender, color, nationality or ethnic origin in administration of its educational policies, scholarship and loan programs, and athletic or other school-administered programs.
We are a school that is dedicated to students who have dyslexia and other language-based learning differences. We believe that ALL students can learn. It’s a matter of how the instruction is given and the support that is available to push students to their potential.
