5th grader Steven B. came to The Y.A.L.E. School’s Williamstown campus three years ago, after years of unsuccessful experiences in both public and other private educational settings. With multiple diagnoses, Steven entered Y.A.L.E as a non-reader, he was far below grade level in math, and was prone to behavioral and emotional outbursts.
While he initially struggled in the school, staff worked with him – and his grandmother, who cares for him – providing Steven and his family with comprehensive support, assistance and a positive outlook on his potential for success.
“What makes our program work so well for Steven is that we really care about the whole child, and we are more than just a school for our students” said James Morrow, campus principal. “We have a loving, caring attitude, and very high expectations, not just for Steven, but for all of our students. We use evidence-based interventions in everything we do – whether it is teaching students to read, teaching our students coping skills to handle challenges, or intervening around the behaviors that can make it so hard for them to learn.”
In the classroom, Steven receives one-to-one assistance, and is now learning to make good choices. He has learned to read independently as a result of our effective differentiated instruction, multisensory learning strategies and direct instruction curriculum.
“At Y.A.L.E.’s Williamstown Campus, Steven benefits from a school-wide structure that supports him and his grandmother, through a well coordinated network of communication, ongoing therapeutic counseling, including community-based outreach and wrap around supports that are coordinated with the efforts of the Y.A.L.E. School staff” added Morrow. “As a result of Y.A.L.E.’s therapeutic focus, attention on his individualized needs, the proactive and positive familial atmosphere, and comprehensive staff support, Steven has benefited on every level: educationally, emotionally, behaviorally and socially.
The Y.A.L.E. School’s Williamstown campus serves students 5 to 21 years of age with one or a combination of emotional, behavioral, social, or learning disabilities. Some students may have a clinical diagnosis of anxiety disorder, attention deficit/hyperactivity disorder (A.D.H.D.), mood, personality, obsessive-compulsive, or oppositional defiant disorders, and/or specific learning disabilities.