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Academy360 Lower School Launches Pilot Program to Strengthen Handwriting Skills
For many students, putting pencil to paper can feel like climbing a mountain—requiring focus, strength, and confidence all at once. This fall, Academy360 Lower School launched a new pilot program using Handwriting Without Tears to turn that challenge into an opportunity, making handwriting accessible, engaging, and even fun.
At the end of the 2025 school year, Path360 students in the Dual Enrollment track entered a new mentoring pilot designed to expand their skills and prepare them for future career pathways. The initiative grew out of film studies collaborations with the Montclair Art Museum and Veritext, where students produced video projects and received feedback from working professionals. FilmAcademy360 Program Director and Teacher David Diianni saw that students were ready for more structured guidance, and the Path360 team created a model that brought industry experts directly into the learning process.
The mentoring program gives students experiences that go beyond traditional classroom work. They learn to interpret feedback, revise their work, and manage project expectations. “I feel like the feedback helped me to get better at editing, especially about organizing files,” shares student and mentee Christian.
These responsibilities reflect what they will encounter in the workplace. Students see that their work has purpose, that deadlines matter, and that their contributions affect real outcomes.
Mentors have been quick to recognize student effort and growth. Alex Pavljuk from the Montclair Art Museum shared, “I am genuinely really impressed every single time we meet. Seeing what they are working on and how they are approaching the stories that I have told in my own way is inspiring.” Their observations confirm that students engage thoughtfully with the creative process and approach each project with focus and independence.
The initiative also strengthens Path360’s emphasis on pre-employment social skills. As students meet with mentors, they practice communication, responsibility, participation, and the routines found in professional environments. Mentor Michael Melvin of Veritext noted, “It is encouraging to work with somebody who is flexible and can think about things differently. They clearly have a can-do attitude. It does not seem like challenges really dissuade them.”
Each week, students meet with mentors on Zoom in groups of three. Mentors review active work, offer critiques, and guide students through the next steps. Projects follow a three to four-week cycle, with five clients rotating at any time. Between sessions, students continue their work independently or with staff support, applying what they learned and building confidence with revision and iteration.
Educators track progress using rubrics, observations, and evidence of how well students incorporate feedback. Growth is measured in skill development, independence, consistency, and the ability to participate in professional dialogue. Surveys, student interviews, and staff reflections help shape the next phase of the program.
Program directors stay in contact with mentors to support communication and problem-solving. Mentors commit to weekly sessions, timely feedback, schedule updates, and occasional reflection meetings. This consistency helps students build digital skills, communication habits, and workflow routines that prepare them for employment.
As the pilot continues, one thing stands out. When students are given real responsibilities and supported by mentors, they rise to the challenge. This initiative, led by David Diianni, is helping students recognize their abilities and take meaningful steps toward future careers.