Middle School

Core Components

The following core components are essential to the Middle School program and experience. Click on each title to read more.

List of 16 items.

  • Individualized Learning Plans (ILPs)

    ILPs are developed for each student and reflect targeted areas including academics, behavior, work habits, study skills, self-advocacy, language skills, and executive functioning. Testing accommodations are documented on the ILP, along with additional services provided. In the Middle School, parents are invited to four conferences each year to discuss their student's plan and to collaborate with teachers about their student's progress. In grades 7-8, students attend their conferences.
  • Small Academic Classes and Academic Groupings

    Each student attends small-group academic classes for Language Arts, Social Studies, Mathematics, English and Science. Class groupings are based on the following criteria: standardized testing, trends in areas of strengths/needs, teacher observation and input, psychoeducational evaluation results, language evaluations, and previous year’s curriculum, 
  • Advisory and Advisors

    Advisory groups foster supportive relationships among students and between the student and his/her faculty advisors. Each advisory, comprised of a group of students and co-faculty advisors, meets at the beginning and end of each school day. This group time includes, but is not limited to, organizational skills, time management strategies, character education, goal monitoring, and team building activities. In addition to leading the advisory, advisors also serve as liaisons between the school and students’ families.
  • Enrichment and Fine Arts

    Enrichment classes enable students to explore their strengths and interests. Band, Choir, Music Appreciation, Music Tech, Theatre Tech, Photography, Art, Theatre, and Physical Education are currently offered during school (options vary by grade level). The Fine Arts are celebrated each semester with concerts that showcase musical, theatrical, and artistic talents.
  • Essential Skills Workshops (Grades 7-8)

    Essential Skills workshops meet during an enrichment rotation. The groups focus on areas that enhance opportunities for success in academic and other activities. Offerings vary from year to year. Topics have included Public Speaking, Executive Functioning, and Wellness.
  • Social Learning

    Social skills are intentionally taught throughout the school day and during all Middle School activities. Students benefit from specific social skills instruction during social-emotional learning groups with the Middle School counselor. Speech-language pathologists also lead pragmatics classes to assist some students in strengthening social interaction skills. Students improve conversational skills during advisory times and through advisor-led discussions during designated lunches. All students are encouraged to attend afterschool activities that are fun and provide opportunities to apply the appropriate social skills in all settings. Field trips also provide occasions for the students to apply skills they have acquired in the classroom to the outside world. 
  • Support Services

    Middle School support services include afterschool academic support (through Boost), speech-language services, occupational therapy services, social coaching, school counseling, and afterschool tutoring.

  • Technology

    Technology instruction is integrated into academic classes. The student's MacBook becomes an essential learning tool. Use of the internet is monitored carefully as students explore educational websites for learning and research. Students develop proficiency with computer skills and software applications that correlate with instructional objectives. Assistive technology may also be offered to students needing technological applications in order to more effectively demonstrate their knowledge base.
  • Celebrating Talents

    Students' strengths and talents are recognized and developed throughout the day. Students are supported in identifying and expanding areas of strength and in celebrating the skills of others. 
  • Service Learning

    Developmentally, Middle School is an optimal time to instill the benefits of being philanthropic or the desire to serve others through giving of time, efforts or finances. Students experience firsthand how an individual, as well as a group, can make a difference. Monthly character traits are linked to service learning opportunities as part of the character education program.
  • Athletics

    Athletic opportunities are offered year-round, and all students are encouraged to participate. Middle School sports often include tennis, cross country, soccer, basketball, volleyball, cheerleading and golf.
  • Field Trips

    Field trips are taken routinely during the school year to further develop the connections between the classroom and the world beyond. These experiences help the student to better understand periods and events of history, elements of literature and the performing arts. In the past few years, field trips have included Dyer Observatory, Carnton, Nashville Zoo, Adventure Science Center, Deer Run, U.S. Space and Rocket Center, The Parthenon, and the Tennessee State Capitol.
  • Club Activities

    Many club opportunities are offered to Middle School students on a weekly and monthly basis. Clubs are offered through the Boost program.
  • Student Council

    Student Council offers a unique leadership opportunity for students to represent their classmates and plan activities throughout the year. Student Council assists with planning social events, fundraising opportunities, Homecoming, Spirit Week, and community service initiatives for the Middle School.
  • Success Assemblies

    Students’ successes are celebrated during the Success Assemblies. The faculty and administrators recognize student accomplishments in classwork, homework, academic habits, and a variety of other areas. Awards are earned for 100 percent homework completion, 100 percent attendance, 100 percent arrival to school and class on time, and for areas identified in individual classes.
  • Afterschool Program

    The afterschool program, Boost, is offered Monday through Friday. Boost hours are 3:20-5:45 p.m. (Monday, Tuesday, Thursday, Friday) and 2:00-5:45 p.m. (Wednesday). Visit the Boost section of the website for more details and for online registration.

Recent Middle School Photos

A child with a processing disorder often can learn the same things as their grade-level peers. However, the time it takes to dissect, digest, and apply the information fully may be substantially longer than other students. According to the educators at Currey Ingram, many students with learning differences can benefit from the individualized attention available at the Brentwood boarding school, just outside of Nashville.

Although slow processing is not considered a formal learning disability, it does have a profound effect on a student’s performance in the classroom. Processing speed, which is regarded as one of the most important functions in predicting a learning difference, makes it more difficult for the child to demonstrate proficiency. While they may be able to do the work, it will simply take them longer. This can be detrimental to their self-esteem in a typical classroom setting, where speed is often prioritized and students compared to others based on standardized benchmark testing. As a private school in Brentwood, TN, Currey Ingram does things differently.

Through testing, educators at this Nashville-area learning disability school can assess slow processing speed and provide child-specific accommodations that offer an opportunity for each student with special needs, such as processing speed, to showcase his/her abilities in a safe and nurturing environment. This makes a huge difference in the student’s desire to move forward with learning since he/she feels more at ease with each lesson.

Many learning differences and students with special needs present with slow processing. A child with ADHD, for example, might be fully capable of understanding text or mathematical instructions, but without an outlet, such as being allowed to talk themselves through their work, can have difficulty taking in and retaining information. Anxiety is another possible source of interference. In this case, having an adult present at the beginning of an assignment to provide additional instruction and encouragement may ease some of the tension. This might allow the child to focus on the task at hand. The result is better grades and a deeper understanding of the subject matter. More importantly, in-class accommodations can boost a young learner’s confidence.

Types of Accommodations

There are dozens of adjustment tactics that educators can employ to assist children with slow processing speed. A few of these are to:

  • Provide additional time for tests and lengthy or complicated classwork. This will allow the student an opportunity to complete more of their given task and may alleviate anxiety stemming from time-based assignments.

  • Utilize alternative learning resources, such as audiobooks, like those available through Learning Ally.

  • Teachers may grade based on quality without regard to quantity. As a private school, Brentwood-based Currey Ingram gives its teachers the authority and autonomy to do this for children who are not comfortable rushing through their work. 

  • Allow students to use technology to help them in and out of the classroom. Day school and boarding school tuition at Currey Ingram covers the cost of either an iPad or MacBook Air. 

  • Provide a consistent schedule and eliminate nonessential tasks that might deplete cognitive energy.

  • Model skills slowly and then engage in guided practice before requesting independent work samples. Because of the small class sizes at the private Brentwood boarding school, students at Currey Ingram get the personalized attention they need to succeed academically. Teachers can focus on each student and how they learn, which often requires hands-on guidance that cannot be given in a setting with a higher student-to-teacher ratio.

  • Add visual timing aides for younger students who do not understand the concept of time passage. This can promote time constraint awareness. A timer that displays remaining minutes -- something as basic a twist-to-countdown egg timer -- is often sufficient. 

  • Eliminate unnecessary steps, particularly writing, when it is not required to understand the subject matter. For example, students who process information slowly might perform better in mathematics when dealing strictly with numbers versus drawn-out word problems that do not add real value to the lesson.

  • Reduce verbal direction for students with auditory processing disorders. Similarly, teachers might reduce visual prompts, such as writing on the board or projector, for students who struggle with reading.

  • Scale down the need to multitask. Teachers at the Brentwood boarding school are adept at determining when their students have too many things going on at once. An example of an overwhelming assignment is asking students to follow along during a lecture while spontaneously taking notes and looking at a visual presentation. 

  • Empower students to work independently by teaching a routine.

I Do, We Do, You Do

Another accommodation that deserves attention is the “I-do, we-do, you-do” approach. In this method, the instructor completes a problem, followed by working through a similar problem with the student. The student is then encouraged to complete the third question on their own. This is another example of instruction that requires extended interaction with each student, the type of personal attention available at Currey Ingram. Students come to this Brentwood boarding school from all over the country to experience this kind of educational setting.

Currey Ingram’s staff is encouraged to get to know each child and their academic abilities before creating lesson plans. This provides the educator with an opportunity to identify processing deficits and choose the type of accommodation that is likely best-suited to each student. A traditional K-12 environment may lack the resources to do this effectively, even for students with an IEP.

Currey Ingram is a private boarding school in Brentwood, Tennessee, that focuses on helping students with learning differences achieve and succeed. Students at Currey Ingram enjoy individualized attention in an environment designed to elevate the academic experience. Our teachers and staff provide a smaller, more personalized setting for students with dyslexia, ASD, twice-exceptional, and many other diagnoses. For more information, visit

Currey Ingram Academy

6544 Murray Lane
Brentwood TN 37027
Main Office: (615) 507-3242
Admission Office: (615) 507-3173
Lower School Office: (615) 507-3200
Middle School Office: (615) 507-3185
Upper School Office: (615) 620-6256
Diagnostic Center: (615) 507-3171
School Nurse: (615) 507-3177
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About Us

Currey Ingram Academy is an exemplary K-12 day and boarding school that empowers students with learning differences to reach their fullest potential. Since 2002, the school has been located on an 83-acre campus in Brentwood, Tenn., just miles from Nashville and Franklin. Families from 33 states and eight countries cite the school as their primary reason for moving to Middle Tennessee.

Currey Ingram Academy is accredited by the Southern Association of Independent Schools (SAIS) and AdvancEd/Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI).