Academics

Academic Support

Trinity’s academic support aids students from a variety of backgrounds in accessing the outstanding education that Trinity offers. Students in the academic support program may have long or short term medical disabilities, a documented disability, a need for assistance in English language acquisition, be a participant in the online summer school program, or be recommended for academic support by the Director of Studies. This program is a collaboration between the student, teachers, parents, and the learning support teacher. The ultimate goal is not just to help the student achieve academic success, but to help students realize their strengths as they work to improve areas of weakness, all while developing coping skills for future challenges.

Academic Support

Dr. ANGELA HEINICK

Academic Support

B.S. Elementary Education and Special Education
Millersville University

M.S., Education
Shippensburg University

Ed. D., Educational Leadership
Immaculata University

Fellowship for Special Education,
PATTAN, 2013

Golden Apple Award Winner
Diocese of Harrisburg, 2006

English & Mathematics Certifications for
grades 7 – 9

ESL Program Specialist

Instructional II Certificate

Basic Catechetical Certificate

aheinick@thsrocks.us

Instructional Support Website

Angela_Heinick

Angela Heinick, Ed.D. heads Trinity’s academic support program. She works with each student, tailoring the environment and approach to what will be best for the student’s growth. Dr. Heinick’s extensive academic record, her years of experience working with students, and her warm demeanor, make her work with Trinity’s academic support program exceptional.

Reading Support

Ms. CARLA FONTANELLA

Reading Support

B.S., Elementary Education
The Pennsylvania State University

Masters in Education
Edinboro University

K-6 Elementary Education Certificate

Reading Specialist Certificate K-12

cfontanella@caiu.org

CARLA_FONTANELLA

A reading specialist from the Capital Area Intermediate Unit, provides remedial reading intervention to qualifying students. Students benefit from focused work in reading comprehension, vocabulary development and writing strategies. This intervention is designed to bolster confidence, strengthen reading and writing skills, and promote independent learners prepared for college and career expectations.

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