About the Trilogy School

Specialized Instruction in a Small Group Setting

The Trilogy School was established in 1999 by Judy Williams, M.A.T., M.S.A. and Dr. Laura Wyatt to educate students with learning differences. It grew out of the work the two had done with Triangle Learning Consultants, an educational business established in 1989 that offers tutoring in all subject areas, SAT preparation, and the Homework Management Program. The Trilogy School participates in the N.C. State Educationa Assistance Authority (NCEAA). Parents may apply for the Disabilities Grant Program and receive $4000 each semester toward tuition in 2017-2018. Students must have an IEP and be going from public to private school. The Education Savings Account is also available to students with disabilities to help with tuition and only requires an IEP. More information about both of these options can be found on the NCSEAA website-http://www.ncseaa.edu/CDSG.htm It is fully accredited by the Southern Association of Colleges and Schools known now as SACS CASI/ AdvancEd. Faculty members have their master's degrees either in Learning Disabilities, Special Education, reading, education, their content area or a bachelor's degree and LD certification. Many are North Carolina certified. Trilogy began with sixteen students and now has maintained stable enrollment for the past fifteen years. Although the enrollment has grown each year, Trilogy is committed to keeping classes and the school small so that all students can receive individualized attention.

The Trilogy School Partnership

The directors consider parents and teachers partners in furthering Trilogy's vision. Teachers implement the individualized curriculum to suit the students' academic needs; parents are included in decisions concerning their child's education which may range from interventions, behavioral plans, course selection, placement, or academic and emotional support. Parents and teachers most frequently are engaged in conferences, telephone calls, team meetings, emails, notes on the child's agenda, and, more formally, in quarterly interim and progress reports.