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Father Colin Program

At Notre Dame Academy, we partner with parents to challenge each child to develop a global perspective, foster a love of learning, provide opportunities for personal growth, and instill a foundation of faith.

Notre Dame Academy fosters a sense of belonging for all learners and welcomes those students with learning differences in the Father Colin Program. Teachers address individual learning needs in small group classes using research-based curriculum and methodology, all while exposing students to grade-level curriculum, electives with peers, and opportunities for participation in extracurricular activities.

"Notre Dame Academy believes in inclusiveness and acceptance of everyone's differences and similarities."
~ND Academy Teacher

  • Marist Catholic School
  • Authorized International Baccalaureate (IB) World School
  • Student/Teacher ratio of 8:1
  • Dedicated Program Director and Guidance Counselor on staff
  • Research-based specialized instruction
  • Speech Language Pathologist on staff
  • Mass celebrated every Wednesday
  • iPads and MacBooks available at each grade level
  • The curriculum encourages students to be self-directed, life-long learners with strong values. Academics are guided by faith and service, STEAM, and global awareness.

Inspired to know and love each child, Notre Dame Academy combines knowledge and faith to form wisdom and life vision.

Welcome from Mrs. Sandy Keith

Dear NDA families


Good day! I am Sandy Keith and am honored to be joining the faculty here at Notre Dame Academy as the new director of the Father Colin program. Although I don’t officially start until Aug 3rd, I wanted you to have my name and contact information so, at the very least, we can start getting to know each other even if it’s remotely (the buzz word for everything we do now!)  I will be in and out of the building beginning July 20th but welcome being stopped for a quick introduction, or a longer chat. 

I am coming to NDA from Fulton County Schools where I have served many years both as a teacher of students with special needs, and as an Instructional Support Teacher (IST).  As a Special Education teacher I taught in both the middle and elementary setting, across all areas of exceptionality and in all subjects. As an IST, I led my school’s special education department in both instruction and delivery, as well as compliance. 

I have extensive and deep experience in the field of teaching, implementing explicit instruction in the small group setting, and collaborating in the co-taught setting. As a leader, I understand that relationships matter and building community is forefront when working with students and their teachers.

I am ready to put my expertise to work at Notre Dame by building a support system where learning is accessible and meaningful for every student regardless of their individual learning style and needs. 

I truly am looking forward to being a part of your child’s educational journey and a member of his/her support team. Your partnership is welcomed and valued.

Go well,

Mrs. Sandy Keith

Father Colin Program Director

Contact Us


Mrs. Sandra Keith
Father Colin Program Director



  • Small class sizes with student to teacher ratios of 8:1
  • Dedicated Program Director and Guidance Counselor on staff
  • Research-based specialized instruction
  • Speech Language Pathologist on staff
  • iPads and MacBooks available for use in each grade level
  • Opportunities to participate in extracurricular activities, fine arts ensembles, and athletic teams
What is an Educational Environment that embraces an Inclusive Teaching Philosophy?

A school that embraces an inclusive teaching philosophy supports and addresses the individual needs of each child. Research has demonstrated that effective models of education that embrace an inclusive teaching philosophy not only benefit students with disabilities, but also create an environment in which every student (including those who do not have disabilities) has the opportunity to flourish.

  • Mirenda (2002) found that effective instructional options for inclusive classrooms facilitate the academic and social success of students both with and without disabilities.
  • Friend (2012) found that standardized test scores in co-taught classrooms are higher for all students as compared to students enrolled in gen-ed classes.

Why is Inclusion more than a place?

“Place” is not the key issue to creating a sense of belonging. Focusing on a range of services instead of diagnoses or labels, a continuum of placement options creates the best learning environment for all. Battles (1994) suggests that the goal of inclusion is not to simply place all students in general education classrooms, but to evaluate each student on an individual basis to determine if he/she will benefit from educational services provided in the general education classroom. One placement option will not suffice for the educational needs of all students. The responsibility lies with the school and a multi-disciplinary team to evaluate the strengths and needs of each student and to place them where the student will find the greatest success.