Gow's Blog

Helping LD Students Build Healthy Relationships

Thu, 07 Mar 2013 10:13:37 EST

Relationship training is important for all teenagers, according to Catie Winters, Counselor and Health teacher at The Gow School. Although young adults learn from those around them, many aspects of developing healthy relationships are not innate. Students with learning disabilities often are at a greater disadvantage, because they must focus on other areas such as self-confidence. This gives them less time to spend on relationship skills.

Ms. Winters identifies communication skills as one of the more common areas of weakness among teenagers. Young people often limit their conversations to events and superficial questions such as "What did you do this weekend?" In a committed relationship, they need to practice opening up and talking about their deeper feelings.

In Health class, a semester long requirement in both middle and high school, the students complete a unit on healthy relationships. Ms. Winters discusses the four types of relationships: peer to peer, parent to child, student to teacher and romantic. Students listen to lectures, take notes, participate in small group discussions, write in journals, and act out various scenarios. They also create their own individual lists of Eight Points in a Healthy Relationship.

Outside of class, dorm parents and teachers serve as role models, and several of the Headmaster's Weekly Themes for Success revolve around relationship training. These include Brother/Sisterhood and Being a Good Boy/Girl Friend. In the upcoming years, Ms. Winters would like to establish a more formal school-wide Character Education Program at Gow. Student leaders would assist with assemblies, classes and workshops held on a regular basis. Ms. Winters envisions the future program as ongoing character building for the whole school.

Ms. Catie Winters holds a B.A. in Communication Studies and an M.A. in Counseling from the University of San Diego. She has worked as a counselor for 14 years in Los Angeles, San Diego and Hong Kong.

Flipping the English Classroom

Thu, 28 Feb 2013 10:23:40 EST

Gow School English teacher Mr. Ben Duffy will be presenting a TABS 3D Live Webinar on Tuesday, March 5th. Here is a brief preview. Tune in to learn more.

How would you define a flipped classroom?
Students learn new skills on their own using carefully designed lessons and videos created by me. When the students arrive to class, we put that knowledge to use.

How does the flipped classroom work?
I create a short video on a topic. The maximum length is 5 minutes. Students watch the video for homework. It is similar to taking notes in class, but they are working on their own. The next day, I check students' notes and give points based on the overall quality.

What technology is needed?
I use a Bamboo tablet and microphone to record lessons. Gow has a laptop program and a campus-wide network, so I put all the videos on my shared drive. For teachers that do not have access to a network, YouTube is another great option.

What types of lessons do you teach flipped?
In English class, I teach basic sentence patterns, adjectives, adverbs, nouns, and action words. The videos cover the basic skeletal framework, and then we flush out those ideas into paragraphs while in class.

What are the advantages to this method of teaching?
The slow note-takers might extend lecture time by 5 or 10 minutes. It gives those students the chance to write at their own pace, as well as eliminating the embarrassment of being the last one done. The students like being able to stop or re-watch the videos as needed. In addition, I archive everything, so the students can go back and review past topics. This method works really well for the auditory learners.

The biggest advantage really is time. Instead of taking notes in class, we can actually start writing and applying knowledge. My English classes this year have written more in one semester than my previous classes have written all year!

Business 101 Comes to Life

Thu, 21 Feb 2013 10:21:00 EST

When The Gow School created a Business Seminar class for seniors in 1990, the students assisted with pizza orders as part of their class requirements. The store name "Little Seniors" was a spin-off on Little Caesars Pizza. Over time, the course evolved into both a classroom element and a student-run business. Today, the Little Seniors store, located in the basement of Main Building, sells candy, drinks, and a variety of snacks.

The senior elective, co-taught by history teachers Mr. Thomas Giallanza and Mr. Neil Howe '91, covers traditional business topics including owning and operating a business, marketing, business ethics, and banking and finance. Students listen to lectures, participate in discussions and take tests, but that is only a part of their grade. Each student is responsible for managing the store, at least one night per week with a partner. Mr. Howe assigns a store grade based on the accuracy of the cash drawer, organization of the premises, and security. As a group, students assist with choosing what items to sell, shopping at local wholesale clubs, restocking the shelves, conducting inventory, establishing pricing, setting-up marketing campaigns around campus, and deciding how to reinvest funds.

Mr. Giallanza describes Little Seniors as, "a business simulation. Profits and losses are real factors in a controlled setting with real money." The textbook introduces concepts and presents scenarios, but life often poses unexpected situations. One student, Mark B. said, "I like being in the store. I am learning the proper way to deal with customers, and how to sort change and make quick calculations in my head." Another student, Thomas added, "I'm gaining business experience before going to college."

In 2012, the Business Seminar group made $5,900. Students elected to spend the money on store renovations and a special end-of-the-year dinner. They donated all of the remaining funds to their senior class gift. This year's group is on track to set a new school record with sales of over $9,000 so far!

Bouncing Back From a Concussion

Wed, 06 Feb 2013 14:57:29 EST

In recent years, interest in concussions, and particularly the long-term effects of concussions, has rapidly increased. Interest in this topic has been fueled by a growing knowledge of the detrimental effects of concussions, frequent media exposure, and Congressional hearings related to concussions and the National Football League. With that in mind, The Gow School welcomed Dr. John Leddy, Director of the University at Buffalo's Concussion Management Clinic, to campus to present his research on concussions. Dr. Leddy focused on the steps to take after a concussion, and specifically, when to return to sports and academics.

A concussion is caused by the movement of the brain inside the skull. When the brain forcefully hits the skull, neurons are damaged and produce neurotoxins and a cascade of metabolic changes. These metabolic changes lead to bodily, neurobehavioral, and cognitive symptoms, which may include headache, nausea, and decreased memory and concentration. Along with these symptoms, concussions make the brain more susceptible to physiological issues, such as exertion, dehydration, and repeat trauma.

After being diagnosed with a concussion, it is vital to rest physically and cognitively. Dr. Leddy stressed that the brain needs time to heal, and strenuous physical and mental activity, even doing a Sudoku puzzle, could hinder a speedy recovery. After resting, it is important to begin light exercise. In most individuals, concussions resolve in approximately seven to ten days. However, recovery may take longer in children and adolescents.

Concussions have a large impact on a student's academic performance because of the severity of cognitive symptoms. A recently concussed student may find it difficult to focus, to remember details, and even to read. Symptoms are worsened by mental effort. Therefore, it is important for schools to offer accommodations, such as allowing students with concussions to take breaks in the health office when cognitive symptoms begin. Academic rehabilitation is similar to athletic rehabilitation in that both involve gradually increasing the workload until symptoms dissipate.

CNC Machine Enhances Curriculum for LD Students

Fri, 01 Feb 2013 10:28:05 EST

When planning began for The Gow School's new science building, the technology and science teams added a CNC machine to the top of the priority list. CNC (Computer Numeric Control) machines are milling machines that use computer code to control very accurate movements to cut metal, plastic, and wood. Gow's Robotics class first identified the need for a CNC machine. They found themselves limited in national competitions because they constructed their robots from more basic parts. Robotics will now be a track in the Applied Technology Department at The Gow School. Students will learn how to design 3D models in Laboratory Physics, and then apply that knowledge in Robotics. According to Gow's Director of Technology, Jeff Poblocki, "We won't have to simplify our designs anymore."

Students with learning disabilities benefit from tactile, hands-on learning, but physics teacher Joe Gullo believes the value of the CNC machine will extend far beyond this. There are limitations in traditional shop classes, but a CNC machine will allow many of our dyslexic students to tap into their imaginative, creative, and spatial strengths. One of his first ideas for a lesson plan is to give his students a Lego kit with missing parts. "They will have to fill in the pieces, and integrate their work into an existing system."

The CNC machine also will provide application for concepts that some students may find obscure. For example, students could program x, y, z coordinates from math class and then see the machine move. Mr. Gullo envisions cross-curricular opportunities as well. Art students might create designs, physics students could enter them into Solidworks and mill the pieces, and economics students could create a plan to sell and market the final product. The possibilities seem endless.

Would any of our readers like to contribute any ideas?

Dyslexia Explained

Thu, 24 Jan 2013 09:48:29 EST

A common misconception about dyslexia is that it involves reading backwards.

Reversed words and letters may occur, but might be only a small part of the picture.

Simply put, dyslexia is trouble learning to read and write despite average intelligence and conventional teaching.

Dyslexia affects both males and females.

Characteristics of dyslexia may include:

Trouble with reading (silent or aloud)
Poor spelling
Trouble organizing and writing thoughts and ideas
Poor grammar
Poor handwriting
Weak memory
Difficulty sounding out short or long words
Weak vocabulary
Trouble understanding what is read
Family members with similar problems
Delayed spoken language as a child
Possible trouble pronouncing long words
Possible difficulty with mathematics
Additional diagnosis of ADD/ADHD in some cases

The accepted definition, adopted by the International Dyslexia Association in 2002 reads as follows:

"Dyslexia is a specific learning disability that is neurological [a difference in the brain] in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding [sounding words out] abilities. These difficulties typically result from a deficit in the phonological component of language [matching sound and letters] that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instructions. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge."

Having dyslexia does not mean one is stupid! In fact, dyslexics often have average to above-average intelligence with high verbal language skills. Individuals may show special talents in areas that involve visual and spatial tasks. Many successful and well-known people have dyslexia including inventor Thomas Edison, actress Whoopi Goldberg, film producer and entrepreneur Walt Disney, baseball pitcher Nolan Ryan, and businessman Charles Schwab.

A Closer Look at an Executive Functions Coaching (EFC) Program

Thu, 17 Jan 2013 13:23:57 EST

EFC Coordinator and veteran teacher PK Sanieski offers insight into The Gow School's Executive Functions Coaching Program that began in 2008.

How do you choose students for the EFC (Executive Functions Coaching) Program?
We ask teachers, "Who needs extra assistance?" Dorm parent references are very helpful as well. We also look at students' grades and their performance on exams.

How often does a student meet with his/her EFC coach?
Students usually meet once a week, one-on-one with their assigned coach for 45 minutes to one hour. We may add extra sessions as needed. All EFC coaches are members of the faculty and/or staff.

What skills do students work on?
Students organize their notebooks and backpacks, as well as the files on their computers. They address time management skills and learn how to organize for short and long-term projects. Coaches provide lessons on note taking, essay writing, and outlining. In addition, students complete a learning styles inventory and discuss the importance of self-advocacy.

Is there a way to measure a student's progress?
There is no test. Usually, executive functioning skills take time to develop. We primarily rely on observations, improved grades, and feedback from teachers, dorm parents, and the students themselves.

Do students generally "graduate" out of the program, or is it ongoing?
In Gow's current program, students graduate after six weeks. However, we are looking into a second-tier program where students would meet once a month. Executive functioning deficits are life long, so we focus on launching students with strategies to overcome their disability. Our program motto is, "Don't cue to do – cue to know what to do."

PK Sanieski taught at Linden Hill School for 24 years and now teaches Reconstructive Language at The Gow School. She is a Fellow of the Orton-Gillingham Academy of Practitioners and Educators.

What is Executive Functioning?

Wed, 09 Jan 2013 09:35:39 EST

Recently, Executive Functioning has gained more attention in the learning disability community. According to the EFC (Executive Functions Coaching) Coordinator at The Gow School, PK Sanieski, executive functions are "skills that allow us to make quick, organized decisions without lots of thought process." These include skills such as organization, time management, project planning, task initiation, and follow through. Students who struggle with executive functioning may not turn their homework in because they forgot to complete it, left it at home or at school, or cannot remember where it is. As adults, these individuals may continue to struggle with time schedules, order, and organization.

With the advent of functional MRIs in the early 1990s, researchers have been able to observe the brain in action. They can see when different lobes of the brain are firing during designated executive functioning tasks. Although some skills will develop with maturity, Sanieski believes environment plays an important role. Parents often take over chores for the child diagnosed with executive functioning disabilities simply because it is easier, and as a result, the child fails to practice basic tasks at home. Similarly, at school, the child may lose recess after failing to complete a homework assignment and then miss the chance to practice social skills in an informal setting.

Sanieski advocates for a whole program approach for improving Executive Functioning. Ideally, skill practice appears in the academic, athletic, and residential components. At her previous school, Linden Hill, the headmaster once commented, "Once kids learned to eat properly, their reading skills began to develop." Direct systematic instruction is important as well. Look for more information on The Gow School Executive Functioning Coaching Program in next week's blog post.

Learn More About the DSM-5 Dyslexia Petition

Thu, 06 Dec 2012 10:36:39 EST

What is DSM-5?
The DSM-5 is the fifth edition of the American Psychiatry Association's (APA) Diagnostic and Statistical Manual of Mental Disorders (DSM). It is the official list of mental and neurodevelopmental disorders and sets the criteria for diagnosis. DSM-5's anticipated publication date is May 2013. It will replace DSM-IV-TR, last revised in 2000.

Why is there a movement to list Dyslexia?
In the most recent draft of the DSM-5, Learning Disorder was changed to Specific Learning Disorder. The document no longer lists dyslexia, dyscalculia or disorder of written expression as specific diagnoses.

Should the DSM include dyslexia as a specific diagnosis?
Researchers first documented dyslexia in 1896 as a learning disability that is neurological in origin. The ICD-10 (International Diagnostic Code) recognizes dyslexia, as does IDEA 2004 (The Individuals with Disabilities Education Act). The broad phrase Specific Learning Disorder used in the DSM-5 does not sufficiently identify subtypes of learning disabilities.

How might this change affect people with dyslexia?
The terminology used in the DSM legitimizes the diagnosis. The lack of a dyslexia code may affect insurance payments, as well as eligibility for services including accommodations for standardized testing and support services in colleges and universities. Acknowledging dyslexia also aids individual states in listing this learning disability as a legal special education category for public schools.

How can I help?
As of December 1, 2012, The Associated Press has issued conflicting reports about the term "dyslexia" and the DSM-5. The Yale Center for Dyslexia & Creativity is continuing to collect signatures for their DSM-5 Committee Petition. For additional information, please refer to The International Dyslexia Association's official Position Statement.

What Does It Take for LD Students to Earn a College Degree?

Wed, 14 Nov 2012 10:03:30 EST

A recent study by Rutgers University found that students diagnosed with learning disabilities who graduated from college attributed their success primary to self-advocacy, perseverance and their relationship with a faculty or staff member. We interviewed Gow alumnus Chris Ceren '08, who graduated from Roanoke College in 2012 with a major in Criminal Justice and a minor in United States History about his experience as an LD college student.

What would you identify as the most important factors leading to your success in college?
First, I would say self-advocacy. You have to be able to look out for yourself. A strong work ethic was important, too. To quote Mr. Rogers (Gow's Headmaster), "work hard, play hard." Work comes first, relaxation second.

Did most of your professors know about your learning differences?
It depended upon the professors. Usually, I told about 50% of the professors before taking a class. The professors I talked to still treated me as an equal. They didn't look at me differently, but knowing about my learning disability helped them to understand me better. Now, they knew why my handwriting looked like Sanskrit. I formed a closer bond with these teachers.

Was there a turning point in your college education?
It was first semester freshman year. I was failing two and passing two classes, and I said to myself, "I have to work at this more than everyone else." I began to focus more on school, and I found that I worked better under stress, so I increased my class load.

You mentioned having a close relationship with faculty members. How did this help you through four years of college?
There was one professor in particular who served as my mentor. I switched to have him as my advisor. He taught me life skills, including self-advocacy and looking out for myself. He was fun to be around, and I respected him.

What special services did you utilize on campus?
There was a Spanish teacher, who was dyslexic herself, who ran a tutoring program for five to six students. Otherwise, I didn't really utilize the programs the college offered. It was available if you needed it, but I found I could acquire help on my own terms. For example, many of my friends would edit my papers and share their class notes.

What are your plans for the future?
I am currently completing a six-week internship at Gow. I would like to teach at Gow someday, and I am hoping to pursue a Master's degree in Special Education. I may still consider a career in law enforcement.

Teaching Character & Leadership Through Weekly Themes for Success

Tue, 25 Sep 2012 13:20:29 EST

Every weekday at The Gow School, the entire student body gathers for a twenty-minute daily assembly. After general announcements, Headmaster M. Bradley Rogers takes the floor to discuss a topic related not only to academics, but also to everyday life. This short lesson helps to reinforce the values driven culture at The Gow School

Brad Rogers first developed the idea of presenting Weekly Themes while he was a graduate student at John Hopkins University where the School of Liberal Arts uses this model. He implemented the program at The Odyssey School, and then brought it to Gow. The Headmaster uses the Weekly Themes to promote a unified philosophy for students, faculty and staff, and to showcase Gow's values, such as the Four Pillars (Gow's code of conduct), and the Brother/Sisterhood theme, to the greater community.

There is a process in place for choosing the themes, which change weekly. Each June, Mr. Rogers asks for suggestions from faculty and staff. He usually receives over 50 responses. Also, he keeps a running list of currents events, research and popular themes which may be applicable. For example, one of last year's themes, Personal Finance, has been widely discussed at the university level. Mr. Rogers publishes the final list every August.

The Themes for 2012-13 are listed below:

Fall Semester
New Beginnings – Meet Some New People
Brother/Sisterhood – Tribal Gow
Level Playing Field
Your Impact on People
Reality Checks
Articulating and Demonstrating What You Know
Know Yourself, Advocate for Yourself
Plan Accordingly
It's Not (Necessarily) About You
Planning a Project
Good Nutrition – Eating to Live, Not Living to Eat
"Do a Good Turn Daily" (Boy Scout Slogan)

Winter/Spring Semester
Executive Function and Planning
Pillars of Gow
No Sweats
Loyalty
My Full-Time Job as a Student
Credit Card Cautions
On Being a Good Boy/Girl Friend
Your Family Name
The Job Interview
Compromising with Skill
Communicate by Listening
Ancestry and Legacy
Routines and Self-Discipline
Dress for Success
Donate Time, Ideas, or Money
Poise and Composure
Re-Invent Yourself

Contributing to Your Grandchild's Education

Mon, 17 Sep 2012 10:59:44 EST

Grandparent involvement in education is a growing trend. This is especially evident at The Gow School where dealing with learning differences becomes a family affair. According to the Director of Development, Gayle Hutton, grandparents at The Gow School are active participants, not only because they may be helping to fund private school tuition, but also because they have struggled as an extended family to find the right program for their LD child.

There are many ways for grandparents to become involved. They can volunteer, visit the school, attend athletic contests, host events and support school programs. If distance is prohibitive, as is often the case in a boarding school environment, grandparents can follow the school's website and keep up-to-date on events. According to HOPE Educational Consulting, "Enhancing a grandchild's education doesn't necessarily mean adding volunteer hours to the calendar. Time spent in conversation reinforces social skills and increases language."

Mrs. Hutton feels it is especially important for grandparents to visit their grandchild's school in order to understand and believe in the program. As a result, The Gow School began holding an annual Grandparents Day every September. The event offers students an invaluable opportunity to spend one-on-one bonding time with their grandparents and share their experiences. In the past eight years, Grandparents Day has grown in its outreach. This past summer, Mrs. Hutton received a phone call from the grandparents of a returning student. They wanted to know the date in advance, so they could plan their fall vacation so as not to miss the event.

Words of Wisdom for the New School Year

Thu, 06 Sep 2012 12:10:51 EST

The following is an excerpt from Mr. Lusardi's Convocation Speech. The Convocation Ceremony is an annual Gow School tradition to begin the first day of classes.

This week is a new beginning for some of us, and a continuation for those of us returning to The Gow School. This is the first time we are starting a school year as a coeducational institution of learning.

Congratulations! You've made it this far. Everything is unpacked. In many cases, your parents have you all set up. Look at the room and remember that is how it's supposed to look (just in case you forget). You have caught up on news over the summer. You're at the starting line, and the journey is about to begin.

It starts now, whether a senior or seventh grader, a lifer or a newbie. It's a time to find out who you are and what you can do. Some are farther along the path, but we all are here to learn from one another, from teachers and students alike. We believe, like snowflakes, there are no two individuals alike in the way they think or see or experience the world. Keep your eyes open to new experiences, new people, and to their new perspectives. Have a Great day Gow!

Mr. Don Lusardi has taught English at The Gow School since 2000. He holds a B.A. in English from Brown University, an M.A. in English from Duke University and an M.A. in Liberal Studies from Wesleyan University Summer School for Teachers. He and his wife Jean live in Cornwall dormitory. They have two grown children.

5 Tips When Leaving Your Child at Boarding School

Mon, 27 Aug 2012 16:03:54 EST

Contributed by Sally O.

It's that time of year again. I am packing my son to head back to Gow. It is hard to believe this will be his third year! The school provides a list of things the students need, but where is the list parents need, especially those leaving their son or daughter at boarding school for the first time?

Here are a few tips that may ease the transition:

Follow the packing list. Storage is minimal and in this case less is definitely more!
The first time you move your child in, you think this is great! You are greeted by veteran students who unload your car. Enjoy as this is a one-time occurrence!
Unpack the fan first!
You will organize their dresser, hang their clothes and make the bed. Take a picture, because it will never look like this again, and that is okay.
Parents are to say good-bye at 3:00. Prepare yourself, be ready, and GO! This is harder on you than it is on them - and you will survive!

Sally O. is 1^st Vice President of the Gow School Parents Association. Her son Peter is a member of the Class of 2014.

More Tips For Keeping the Academic Advantage

Tue, 21 Aug 2012 11:25:22 EST

Marykate Hoffman offers several more methods to maintain the academic skills learned during the year or after summer school.

What are a few daily habits or routines LD students might use to stay academically active?

A designated reading time should be created. The LD student should read some sort of text, whether it is a book, article, poem, how-to manual...anything that interests them. Your local library can also help direct you to books that are at the appropriate reading level for the LD student. Libraries have an almost unlimited amount of resources, so something can be found for your child.
Another tip is to turn on the closed captioning option on the TV. It is a great way of building sight word knowledge while the student is watching TV.
The Internet also has many resources that a parent can use. If your child has been working on math equations, worksheets can be printed and used during the review time. Microsoft Word has a flash card template that can be used to make flash cards of social studies, science or English vocabulary terms. Those can then be reviewed quickly.
Khan Academy is a great website for extra math tutoring. There are lessons that cover simple addition to complex calculus. Many students find this website extremely helpful because they find the lessons easy to understand, and they can stop the lesson and review (key word!) as many times as they need. Each lesson is no more than 20 minutes long. Khan Academy is also making lessons for history and finance.
Hiring a tutor is also another possibility to help bridge the gap between a summer program and the school year. The key is to focus on the tutor's credentials, and whether or not they have experience teaching LD students, or that they are properly trained in specific reading programs. The International Dyslexia Association can help guide you towards hiring a qualified professional.

Marykate Hoffman holds an M.S.Ed from the State University of New York at Geneseo. She teaches Reconstructive Language, and serves as an Executive Functions Coach at The Gow School.

Keeping the Academic Advantage After Summer School

Wed, 15 Aug 2012 10:06:31 EST

What to do after school – or summer school - ends? According to Marykate Hoffman, Reconstructive Language teacher and Executive Functions coach at The Gow School, there are good reasons for daily routines that will help maintain skill levels.

Why is it important, especially for LD students, to stay academically active over the summer months?
As with any student, school material is often "lost" over the summer. This is especially true for LD students. Students with learning disabilities often expend a lot of energy and time learning concepts that their non-LD peers learn quickly during the school year. Constant repetition is needed to make sure concepts are ingrained into the LD student's long term memory. The loss of this repetition can be detrimental, and the LD student can fall even further behind. It is important that they are enrolled in some sort of academic program over the summer to keep their minds active.

How might an academic summer school program benefit an LD student?
An academic summer school program will play an important role in the life of an LD student. Many programs are designed with the LD student in mind and can therefore teach directly to the strengths of the LD student and support the areas of his or her weakness. Many programs have professionals who are experts in their fields, and they know the type of learning strategies that work. The constant repetition and review of school material will benefit the LD student immensely.

How might downtime even a few weeks between a summer program and the regular school year affect LD students academically?
Just a few weeks of downtime can cause the LD student to regress in their understanding of school material. We have to remember that in most cases the LD student is already academically behind their non-LD peers, so any loss of understanding can be harmful. Constant review and repetition is key for the LD student.

Between summer school and the regular school year, what would be your #1 recommendation for LD students?
First of all REVIEW!!!! Review all the material that was covered during the summer program. This can be simply done within 10-15 minutes each day. In order to implement the review piece, a specific time each day should be set aside. I recommend the morning because they will have more energy/focus at this time.

Watch for more tips on Keeping the Academic Advantage from Marykate soon. In addition to teaching at The Gow School, Marykate has served as Vice President and as President of the Western New York Branch of the International Dyslexia Association.

Reading Remediation: Reconstructive Language Or Orton-Gillingham?

Tue, 31 Jul 2012 11:17:48 EST

It may not be a matter of selecting one or the other Orton-based phonics programs according to Doug Cotter of the Gow School Admissions Office and PK Sanieski, formerly of Linden Hill School, who recently shared their thoughts about the two programs.

Doug: The targeted population for Reconstructive Language is an older group from the ages thirteen to eighteen.

PK: Yes, and for Orton-Gillingham, it is more along the lines of eight to twelve year-olds. But both programs are based on the teachings of Dr. Samuel Orton and are designed to improve the decoding skills of students with language-based learning disabilities.

Doug: Right. RL is the older of the programs, but the two share many of the same practices and methods. Both use a phonics approach to language, both teach similar vocabulary skills, and both move sequentially building the students' understanding and their skills.

PK: A main differences in RL and OG would be in the way the phonemes are learned and recited. In Orton Gillingham, a student would work on a particular card or phoneme until they have achieved a strong grasp on the sound and its use. The sound is uniform during the recitation, but guide words can vary for each individual child.

Doug: With RL, phonemes are learned and recited as a member of an RL class and the guide words remain uniform.

PK: Methods of oral reading instruction are similar in both RL and OG. Students in both programs have to use their phonological processing skills which they learn from working with the phonemes in the phonic deck. This is the true goal of both programs: to improve the dyslexic student's reading skills.

Is Summer School a Good Choice for My LD Child?

Mon, 02 Jul 2012 10:32:03 EST

What is a parent to do when the traditional school year is not effective enough in addressing an LD child's difficulties? When is summer school an answer? Two mothers, Melissa L. and Mary Beth G., recently discussed the issue.

Mary Beth: What challenges did your child face in school, especially before attending the Summer Program?

Melissa: My daughter was entering 3rd grade and reading at a late first grade level before attending the summer program.

Mary Beth: Why did you decide a Summer Program was necessary?

Melissa: We wanted to reinforce what she learned during the school year and build onto her reading foundation using a different teaching method for her coding and decoding fluency. We also wanted her to know that she was not alone and that other students her age struggle just as much, if not more, with reading.

Mary Beth: How did you decide upon an appropriate program / classes?

Melissa: Her public school uses a phonics system to teach reading and Gow uses Reconstructive Language (RL). We wanted to see if the RL style of learning would help improve her reading skills.

Mary Beth: How did your child respond to the idea? How did you sell it?

Melissa: She did not want to take classes in the summer at first. We told her she had to and that it would help with her transition into 3rd grade. But, she liked the classes and the teachers very much.

Mary Beth: What changes did you notice during the summer?

Melissa: She was proud of her work and was really excited about reading a chapter book with her RL class. She also seemed more confident about her ability to read and wasn't as shy to read out loud at home.

Mary Beth: Do you think there was any lasting value of the Summer Program that carried through to the school year?

Melissa: Oh yes. It was so beneficial for her to see that she could improve her reading with different learning approaches. I noticed a change in her self-acceptance of who she is as a learner. She saw that her reading and writing improved and now understands that when she works hard, she will see positive results. She also understands that she is going to have to ask for help when she needs it. The Gow summer program was a great bridge for my daughter from one school year to the next.

Modern Technology Assists Those with Visual Learning Styles

Thu, 21 Jun 2012 10:23:06 EST

Adam Steinberg, Director of Educational Development at Florida Film Academy, shares his experiences with visual learning, technology, and the dyslexic mind. Adam is a 1986 graduate of The Gow School and a 1990 graduate of Marshall University.

"As a dyslexic myself, visual learning has always been the best. It enables me to demonstrate my understanding of almost anything, whether it's how to shoot a basketball or to how to build a house. There is a beginning, a middle, and an end that together complete a task. I have had the privilege of teaching the young dyslexic mind and witnessed first-hand how other dyslexic minds work. During my three years at The Gow School as a computer instructor, I could see young minds working as we wrote and developed simple but effective Apple Hyper-card programs.

Today's technology is vastly improved over the past, so much so that textbooks are on line, smart phones organize your life, and buttons, not keys, turn on cars. Dyslexic visual learners really have the best of all worlds. They see things so much differently and creatively giving them the opportunity to succeed in today's world."

During July 2012, Flordia Film Academy will conduct a one-week Summer Film Camp at The Gow School in South Wales, NY. Steinberg adds, "Film editing and production are a great way to use and improve upon visual learning skills. I am looking forward to working with students from both The Gow School Summer Program and the Western New York community."

Mentis Scholarship Supports Students with Dyslexia

Wed, 13 Jun 2012 09:44:52 EST

For William Gregory, who founded The Mentis Scholarship Program, it was all a matter of giving back to the schools that helped him and learning difference students like himself.

Gregory attended Linden Hill and then went on to The Gunnery School, Gettysburg College, and Oxford University. He began the Scholarship Fund using hazard pay earned while working as a Department of Defense Civilian in Afghanistan.

"Dyslexic kids are the most vibrant and creative learners," said Gregory. "They are very creative out of the box thinkers. The next vaccine will come from a dyslexic," he remarked.

Two Gow students, Owen P. '12 and Izer M. '13, were among eight students from schools in the Northeast receiving financial awards from the Foundation. Also receiving awards were students from The Linden Hill School in Northfield, MA, Eagle Hill School in Greenwich, CT, and Landmark College in Putney, VT.

Owen, who graduated in May, was a five-year student who appeared in 11 theatrical productions at Gow. He also worked professionally and semi-professionally in theater during summers. Owen's latest stage success was in the production of the comedy The Works of William Shakespeare, Abridged. Owen will attend Davis and Elkins College in the Fall.

Izer, also a five-year veteran, is a rising senior who was elected this spring as School Council President. Izer is a top scholar who captained the Varsity Soccer and Basketball teams this year. This summer, he will attend the STEP-UP high school research fellowship program sponsored by the National Institute of Health.

Michigan State is the Right Fit for a College Bound LD Student

Thu, 07 Jun 2012 09:52:08 EST

For recently graduated senior Walker '12 (pictured with Director of College Counseling Mr. Charles Brown), the lesson he learned in South Wales was the value of hard work.

"And from hard work comes success," he continued.

That success included acceptance at all of the colleges to which he applied - Michigan State, Indiana, Miami of Ohio, Denver, and Illinois.

He had help in getting there Walker noted, "...from teachers who put each of us in the right situation to succeed to the College Counseling office" which Walker visited each day while applying to schools.

Walker was looking for a business-oriented program at a big name school that had assistance for students with language-based learning differences. Michigan State advised him that students with disabilities often get lost in the crowd in large business classes and that packaging science might be a better alternative.

Walker visited the university to find out for himself. The university's help center he found provided the academic, physical and housing support he was looking for. A packaging science representative made him aware of the opportunities open to students in that field.

Walker is ready for the transition now including attire. After five years of a coat and tie dress code at Gow, he quipped, "Who knows? I wouldn't be surprised if I wore Khakis and a polo a few times a week."

Science Day Provides Students with Real World Experiences

Tue, 01 May 2012 08:27:21 EST

Gow's celebration of science on April 27^th ended as a "smashing" event as Bill Owens of Praxair demonstrated to students the use of industrial gas by turning a rose into dust. He immersed it into a bath of liquid nitrogen which much to the delight of students and faculty looked like a witch's cauldron as clouds of evaporating gas poured over the rim of the container and down to the floor. The rose dust he noted is the foundation for the perfume industry. It was only one of the examples he presented of how extreme temperatures are used by industries.

The presentation capped a day of trips to learn about practical applications of all things scientific. Students in biology visited the Buffalo Museum of Science to learn more about science playing a major role in C.S.I., the popular TV crime serial. Future engineers toured Moog, a design, manufacturer, and integrator of motion control products. Other students visited the planetarium at Buffalo State College or toured the Niagara Falls Power Plant.

Attending the presentation was Steve Greve '08, whose interests in science were nurtured in Gow's robotics program. Steve is a candidate for graduation at the Rochester Institute of Technology with a degree in mechanical engineering. He spoke to the students briefly about the importance of developing communications skills and of persistence in completing projects. During a recent co-op program with Hasbro, the international toy and board game company, Steve devised an improvement in a program producing some savings for the company.