By: Jack Warren, Dean of Academics
A different feel now greets you upon entering the Fishburne Learning Center (FLC). The space has been transformed with new furniture, a variety of collaboration areas, and comfy spots for independent study. Thoughtful details, including an assessment calendar, a new smart board, and a small cafe station with tea and snacks, make the space more inviting and functional. This significant shift was driven by the vision of Maman Cissé, the FLC’s new director, and Danielle Gardiner, the assistant director, and brought to life with the dedication of the three other learning specialists: Georgia Holley, Kat Blandford, and Emily Boardman. Together, the team is revitalizing the physical space and making thoughtful adjustments that help Blue Ridge School remain a leader among boys’ boarding schools.
The FLC is a signature program of Blue Ridge School. FLC teachers implement individualized learning strategies and programs, serving a neurodiverse group of students. Approximately 40% of students leverage FLC services, including those with diagnoses such as ADHD, ASD, and Specific Learning Disabilities (SLDs) like dyslexia, dysgraphia, and dyscalculia. That said, students do not need a diagnosed learning disability to enroll in the FLC, and any student who might benefit from learning center services is welcome to enroll. These supports help students access the college-prepatory curriculum offered at Blue Ridge School.
After seeing the changes the FLC team made this summer, I sat down with Maman to discuss her vision for the program. What started as a few simple questions quickly turned into a rich, powerful conversation.
When I first asked her, “What excites you about working in the FLC?” she responded as if I had asked her the most obvious question imaginable.
“What else would I do?” she said. “It is my purpose. I love it. The impact is visible if you put the right strategies in place for a student. It’s like a plant. If you treat it properly, it will grow.” She continued, “I can’t see myself doing anything else. The impact isn’t just for the year you have them; you get to see and help the child as a whole.”
When I asked where these strong motivations came from, she told me, “I am the learning specialist I wish I had… I love how I can guide parents to help them understand their own son.”
Ms. Cissé’s email signature reads, “Happily Dyslexic, please forgive any errors. Feel free to reach out with any questions or need for clarification.” She told me, “I will remove my name before I ever remove that.” In a way, Maman embraces herself in the same way she wants her students to embrace themselves. Her vision for the FLC is for students to be proud and confident in who they are. “I want to break down any misconceptions of what it means to be in the FLC,” she shared.
Maman holds a Bachelor of Science in Criminal Justice from New Jersey City University and a Master of Arts in Teaching with a concentration in Special Education from Relay Graduate School of Education. For more than a decade, she has served as a passionate and results-oriented educator, working with students in grades 5 through 12 in Brooklyn, New York. Her professional journey has been dedicated to supporting diverse learners and fostering academic growth through individualized instruction and collaborative practices.
Her final thoughts on her goals for the FLC centered on trust and transparency with families. “I want families to trust in what we’re doing and be confident in the program,” she said. “I want them to be clear on what the purpose of the program is and be able to communicate it. I want it to be clear exactly what we do [to help their son].”
With new leadership and some returning faces, the FLC is poised to continue its legacy as a welcoming and supportive space, where students not only learn strategies to help their areas of growth but also learn to embrace their unique strengths.
