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 as a school whose mission is 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 Education Assistance Authority (NCEAA). Parents may apply for the Disabilities Grant Program and receive $4000 each semester toward tuition (data for 2017-2018). Students must have an Individualized Education Program (IEP) and be switching from public to private school. The Education Savings Account is also available to students with disabilities to assist with tuition costs 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 Cognia, formerly AdvancEd. Faculty members have their master’s degrees either in Learning Disabilities, Special Education, reading, education, their content area or a bachelor’s degree in their content area and/or LD certification. Many are North Carolina certified. The Trilogy School began with sixteen students and now maintains a regular enrollment around seventy students. We are committed to keeping classes small, averaging three-five students per class, to ensure that all students receive individualized attention.

The Trilogy School Partnership

Parents and teachers are partners in furthering Trilogy’s vision. Teachers implement the 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, future plans, or academic and emotional support. Parents and teachers regularly engage through conferences, telephone calls, team meetings, emails, notes on the child’s agenda or checklist, and, more formally, in quarterly interim and progress reports.