By the Numbers
8:1 or less
strives to empower children with learning disabilities and inspire them to be
all they can be.
Vision: To create an environment that allows students with learning disabilities to grow emotionally, physically and academically.
Target Students: Students with dyslexia, ADHD, autism spectrum and non-verbal learning disorders.
Dyslexia Accommodation: The Barton Reading and Spelling system, based on the Orton Gillingham approach, is used for reading remediation.
On Orton Gillingham based reading program is used in the morning 1-1 tutoring sessions and multi-sensory teaching methods are used throughout the curriculum. For some high needs students the school provides additional specialized support.
Once students are familiar with the Orton Gillingham system, a program called Real Spelling is introduced, which uses morphology, etymology, phonology together to help students deconstruct words and master spelling.
The school emphasizes social skill development in daily teaching and learning activities and features a social skills club. Students are taught to evaluate challenging social situations with the intent to respond and not to react.
Teacher Training: All teachers are certified with backgrounds in special education with many also having training and certification in areas such as applied behavior analysis (ABA), social skills, Orton Gillingham,
leadership, guidance, reading, and spelling. Further, all staff use multi-sensory methods.
Student Teacher Ratio: A maximum ratio of 8:1 exists at any time during the day, but students will regularly work in 1-1 or 2-1 situations during the day, bringing the average ratio lower.
Assistive Technology: Every student uses a laptop or tablet, though hardware is not provided by the school.
Financial Support: TBD
Target Students / Mission: 3/4
Dyslexia Accommodation: 3/4
Teacher Training: 4/4
Student Teacher Ratio: 3
Assistive Technology: 2
Financial Support: TBD
Based on information available, we have scored the school in six areas of importance to prospective parents and students.
1) Given the limitations of information available, the scores
may not accurately represent the school. School administrators or informed
parents and students are welcome to contact us with additional
information and we will update the scorecard accordingly.
2) Scoring is based on specific dyslexic student needs, not on an absolute scale of school quality.
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