Mission Statement

The Titusville Academy believes that all children with learning and behavioral difficulties can, with the aid of master teachers, support personnel and appropriate instruction, achieve proficiency in behavioral and learning areas sufficiently to return to the mainstream of educational life. By reaching that goal, students will not only have mastery of the basic subjects, but they will be more confident in themselves and their capabilities, and thus be more effective citizens in society as a whole.

TTA further believes that admission policies, educational programs, and staff be committed to the highest quality of concern for each student's needs. As a private school, TTA reserves the right to accept only students whom, experience has shown, we can effectively serve. The educational program shall be based not only on diagnostic information supplied by the I.E.P. but also expertise developed over the years by TTA. Each student has the right to expect educational and behavioral development commensurate with his/her needs and capacity.

TTA has a paramount belief in the recruitment, maintenance and development of its staff. Experience at TTA has shown to be dedicated, innovative and knowledgeable in the basics of educational and developmental processes. The philosophy of individual instruction and concern for interpersonal relationships precludes the possibility of a large student body. TTA will only serve a maximum student population dependent on appropriate funding, staffing, physical facilities and above all, within the capabilities of TTA to meet its responsibilities to each student served.

The goal of The Titusville Academy is to provide an educational program for the  student with an emotional and/or a learning disability that will enable the student to function more appropriately, experience success, feel secure, and to accomplish academic goals consistent with individual ability.

The focus of the program is to prepare the student to re-enter the mainstream of public education. Toward this end, TTA will provide a "smaller" environment within which relationships and communication can be more consistent and manageable. In addition, there will be a closer match between level of academic functioning and instructional materials and strategies; closer adult monitoring of behavior, and more immediate communication between the school and the home.