Transition Learning Support Program

In the 1980s, Woodward Academy was among the first in metro Atlanta to begin a program to educate students with diagnosed learning disabilities in a college preparatory setting. Transition classrooms include students who may have mild to moderate disorders in reading (dyslexia), written expression (dysgraphia), math (dyscalculia), language, or areas of processing. They also include students who may have Attention Deficit Hyperactivity Disorder (ADHD) and challenges with Executive Functioning. Today, our Transition Learning Support program is among the best of its kind in the nation, with a stellar reputation among Atlanta families and professionals.

The goal of the program is to provide the personalized support necessary so that students of average and above average intelligence who have clinically diagnosed disabilities will be able to better understand themselves in an academic setting and acquire the skills necessary for successful college preparatory work. Our Transition students become academic achievers who attend our best colleges and universities and forge successful careers and happy, well-balanced lives in the world beyond Woodward.


The Transition Learning Support Program is offered in grades two and three at the Primary School, grades three through six at Woodward North, and all grades at our Lower and Middle Schools. At each level, Transition students learn the same curriculum as mainstream Woodward peers, but the material is taught in ways that suit their individual needs and learning styles. An accommodations counselor is provided in the Upper School to ensure a successful transition to mainstream courses in grades nine through 12.


The low student to teacher ratios—two teachers for every nine students in Primary School and one teacher for every 10 students in the Lower School—allow for a high degree of personal attention. These small classes become like communities where their members can grow and thrive. Students form bonds that last a lifetime with their fellow students and teachers.


Our Transition Learning Support program “levels the playing field” for students by providing them with study strategies, organization skills, and other tools that enable them to achieve academic success, which they carry with them to college. Our program integrates technology to help students learn. Accommodations, such as extended test-taking time or use of recorders for note-taking, are designed to suit every student's learning style.


Our Transition Learning Support program instills a remarkable degree of confidence, creates a love of learning, and teaches students to advocate for themselves. One hundred percent of Transition students are accepted into colleges and universities, and they go on to careers in fields like law, medicine, and accounting.

Colleges Our Transition Students Attend

A - E

Adelphi University
Agnes Scott College
American University
Appalachian State University
Auburn University
Barat College
Baylor University
Birmingham-Southern College
Boston University
Brenau Women’s College
Brigham Young University
Carlton University
Carson-Newman College
The Citadel
Clemson University
Coastal Carolina University
College of Charleston
Colorado College
Colorado Mountain College
Connecticut College
Cooper Union
Cornell University
Coastal Carolina University
The Creative Circus
Davidson College
Dekalb Community College
DePaul University
East Carolina University
Eckerd College
Elon College
Embry Riddle Aeronautical University
Emory University

F - J

Florida State University
Fork Union Military Academy
Fort Lewis College
Furman University
Georgia College and State University
Georgia Institute of Technology
Georgia Southern University
Georgia State University
Gettysburg College
Goucher College
Guilford College
Hampden-Sydney College
Hollins University
Indiana University
Ithaca College
Jacksonville University

K - O

Landmark College
Lees-Mcrae College
Loyola University
Loyola University (New Orleans)
Marymount College
Mercer University
Miami University/Ohio
Millikin University
Millsaps College
Morehouse College
Mt. Vernon College
New England University
New Mexico State University
North Georgia College
Northeastern University
Northwood Institute
Oglethorpe University

P - T

Presbyterian College
Randolph Macon College
Rhodes College
Rhode Island School of Design
Roanoke College
Rochester Institute Of Technology
Rollins College
Salem College
Samford University
Savannah College of Art & Design
School of the Art Institute Of Chicago
Simmons College
Southern College of Technology
Southern Methodist University
St. Lawrence University
Stetson University
Sweet Briar College
Syracuse University
Texas Tech University
The George Washington University
Tufts, the Museum School
Tulane University

U - Z

University of Alabama
University of Arizona
University of Colorado at Boulder
University of Denver
University of Florida
University of Georgia
University of Kansas
University of Maryland
University of Miami
University of Michigan
University of Mississippi
University of Oklahoma
University of the South
University of South Carolina
University of Tampa
University of Tennessee, Chattanooga
University of Tennessee, Knoxville
University of Tulsa
U.S. Military Academy - West Point
Valdosta State University
Vanderbilt University
Vassar College
Wake Forest University
Washington University
Watermark Program of Landmark College
Western Carolina University
Western State College of Colorado
Wheaton College
Wofford College

My path to both academic and social success at Woodward began in my 5th grade Transition classroom. The Transition program provided the small classroom environment that I needed to cultivate my strengths and heighten my awareness of how I needed to approach my learning difference in a committed and determined manner.-DANIEL OBERTI '15, WAKE FOREST UNIVERSITY

admission to the TRANSITION program

Families seeking to apply for the Transition Learning Support Program should complete the standard Woodward Academyapplication for admission. Applications will need a current (within two years) psychological evaluation. SSAT testing is not required for Transition students.

After an application has been filed, the Office of Admissions will contact applicants to schedule interviews with members of our Admissions and Transition teams.

Meet Our Team

Jule Satterfield

Jule Satterfield

Director of the Transition Program

Gigi Moore

Gigi Moore

Executive Assistant; SSD Coordinator

Criteria for Mainstreaming

1. Does the student have the basic skills to handle the curriculum in a non-Transition class?

2. Are the student behaviors appropriate for the regular classroom? Can the student delay questions/comments? Does the student complete work in a timely and thorough fashion?

3. Is the student independent enough to take care of him/herself in a regular class? Does he/she understand his/her learning style—strengths and weaknesses—and can he/she properly advocate for him/herself?

4. Is the student emotionally mature enough to handle the lack of direct contact/caring in the regular classroom?

5. Can the student maintain the present level of performance in a class where the teacher is not giving explicit and direct instruction that is strategy based?

6. Can the student keep up in a fast-paced classroom?

7. What can be done for the student in Transition next year that will not be done in the regular classroom?

8. Does the student need to use the computer for quality output?

NOTE: Placement decisions will be made in March-April, when the scheduling of classes for next year takes place.

Study Strategies (S) is a semester-long Upper School course designed for students who are or have been enrolled in the Transition Program. It may be repeated. Enrollment requires permission of the Director of the Transition Program.

Additional Reading:

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