Sanford Shapiro looks at The Forman School
Sunday, September 25th, 2005
Sanford Shapiro looks at The Forman School
© 2005 Sanford Shapiro
The Forman School, located in Litchfield Connecticut has a long history (75 years) of educating high school students with learning disabilities. Originally inspired by the research of Dr. Samuel
Orton, Forman has gone through some changes and permutations of student profile.
Through some recent years there has been a perception that Forman enrolled a more complex child who, in addition to having a learning disability, exhibited behavioral difficulties wider than some other similar LD schools. Clearly Forman has now made statements of having reversed that trend. It sees itself as having returned to its roots. I once had a student there who came from a therapeutic school and who did quite well. It’s not clear as to whether they would have accepted her now.
A group of students with teacher learning outside the walls at Forman School.
Strategy development appears to remain a central approach to teaching at Forman as opposed to a particular instructional methodology. In a commitment to focus both faculty and students, Forman has made alignment with Mel Levine’s Schools Attuned a top priority. Forman has dedicated this year to refining their high school faculty training around this model. This may represent a way to create a higher level of internal alignment, an important part of school success.
Forman is for kids with learning disabilities and the profile of the students remains one of primary language learning disabilities. Students with organizational difficulties may do well here as well.
Related at this site: The Forman School, My Educational Journey, Gray Peppered Moths and Brilliant Minds, The Presentation and Perception of Intelligence, Reduction by Excess.
I would like to hear any comments from parents whose child has attended Forman School.
I am in the process of looking for a high school for my son. I would like to hear from a parent who has either a child who attended Forman or perhaps applied and chose a different school.
The country is open to us as far as moving or relocating.
Thanks
I am curious to hear from parents with students currently at Forman or alums of Forman. Considering a placement for a freshman girl.
Thank you!
Hello everyone,
First of all I’d to thank Sanford Shapiro for writing about the Forman School. As a former student I can honestly say that the school has changed my life and the way I look at education and myself. I’m now in college and I always finding myself looking back on the skills I learned at Forman to sever me better in college. In addition, because of Forman, I was better prepared for college than most highschool kids are.
If anyone has any questions about the school please feel free to email me! I’m always happy to discuss my experience with prospective students and their family. I’m still very much in contact with people at the school so if i cant answer your questions, I can give you someone who will be able to. Take care!
cvanderbeken@comcast.net
My wife and I just placed our soophmore daughter mid-year. It is a little eraly to know how things are, but she loves it so far. She is not a behavioral case, so I can not comment on earlier statements.
John, thanks for letting us know. Keep us posted on how her year goes.
I am a private Educational Consultant as well as a member of the Forman Admissions Department. I am also a long time resident of Litchfield, the town where Forman is located, so I am very familiar with the history of the school. Mr. Shapiro is correct in his observation that the Forman student profile has changed over the past 10 years. Students with primary emotional/behavioral problems are no longer admitted. Students enroll at Forman because they have a language based learning disability or an attentional problem. They must be emotionally and behaviorally stable. This is a very different school than 10 years ago and the school is working hard to change people’s misperceptions. The school is full of wonderful young men and women who learn differently but who are on track to attend college.
Tom, thanks for posting here. Can you tell us how the school came to admit students with emotional/behavioral problems in the first place? Forman was started as a school for students with dyslexia and remained focused on those students through the mid-1980s. What changed after that?
Richard,
You are correct, Forman was founded as a school for students with learning differences and has always provided exceptional services to this population. In some cases, LD students also experience emotional problems as a result of their learning issue. In the late ’80s/early ’90s, the school grew too large and didn’t do a good job screening out students whose emotional issues were too severe. I don’t think it was a conscious decision to admit these kinds of students…but it certainly had a negative impact on the school and the external perception of the school. In the early ’90s a lot of boarding schools (Forman included)experienced a drop in applicants and found it difficult to fill the beds. Forman’s current Headmaster arrived in the mid-’90s and made it a priority to admit only those students who fit the mission of the school. Enrollment dropped, but the student body today is much healthier emotionally and more “mission appropriate” as a result of his decision. Today, the school is in excellent shape with a highly trained faculty and a wonderful group of students.
Tom
Tom, interesting. Were you there in the mid 80s and early 90s?
It would seem to me that there are two historical issues here:
1. How and why did the school get too large? Seems to me that the school handled 220 kids easily and that was a target number in the “old days.” Did it get bigger than that? If so, did the faculty/student ratio change? Maybe instead of too large it was the ratio that hurt things.
2. Students with more severe emotional issues have to be admitted and that’s an issue with admissions, not a target number, right? So, did the focus of the school change for a while to include these kinds of students? If not, how did they get through admissions screening?
In tracking many schools for the past 20 years I’ve watched some schools stumble as the nature of their client population has changed and as the categories and labels professionals use to talk about these kids have changed.
Richard,
I was not at Forman in the late ’80s/ early ’90s. My info is gathered from numerous other sources including people at Forman today who were at the school at that time and through various other colleagues in this business. Before starting my Educational Consulting business, I was the Director of Admissions at Marvelwood School, the Headmaster at Greenwood School and the Director of Admissions at the Hillside School. Forman currently enrolls 180 students and there is some talk about slowly growing to 200. In my opinion, Forman of the early 1990s at 220 was too big and unable to handle the complex issues of the students. There is a firm committment from the current administration and Board to not let that happen again.
By the way, I noticed on your bio that you live in Warren. I live in Goshen. I’d love to get together with you for to talk about schools and LD issues. Let me know if you are interested.
Tom
Tom,
So, what you are saying is that you are not in favor of growing Forman as it will not be able to handle the complex issues of the students? What’s the difference between the 220 of the old days and growing to 200 now?
In my experience absolute size is not the main issue. The main issue is the ratio of faculty to students and how well trained the faculty are to handle the particular issues of the current mix of students. If there are students in the mix outside of the faculty’s expertise then admissions isn’t doing its job correctly or the school is looking to fill beds at the expense of a quality fit between students and faculty.
For many years Forman had a program called Language Training that most (but not all) students took part in which was a single teacher and a single student working together on basic language and study skills. For many student with various kinds of learning issues, individualized instruction is important as they need a teacher’s undivided attention and don’t need the distraction of other students in the same room. This is what used to differentiate Forman from many other schools and it helped a lot of students. I believe it is what built Forman’s reputation as an outstanding school for students with what was then called “dyslexia.”
As long as there are beds and the classroom classes don’t get too large, it would seem to me that in order to keep LT true to its mission, when you bring in more students you bring in more LT teachers, never letting the ratio change for students who need this kind of attention.
Are you saying that in the 80s and 90s Forman had too many students even with the 1/1 faculty/student ratio in place? Or, did they admit more students without hiring more faculty for LT?
Yes, I live in Warren and have been involved in the worldwide learning disabilities community for over twenty years. I’m sure we’ll meet up at some point.
Richard,
Forman’s Language Training Program continues to be the cornerstone of the school and Forman trains its teachers as well as any LD school I am aware of.
Forman can grow successfully as long as two things happen: the faculty/student ratio remains the same (and faculty continue to be properly trained), and the right kind of students are admitted. The current Admission Office has done a superb job screening out inappropriate applicants. This is one reason why the school is in such good shape right now.
In general, I disagree with you that absolute size isn’t this issue at boarding schools. As schools grow, they lose a certain degree of intimacy and personal attention, even if the faculty/student ratio remains the same. Small schools are much better at paying attention to the needs of its students. I am the VP of the SBSA (Small Boarding School Association) and I have seen first hand what small schools can do for students.
Tom
Hi,
My learning disabled daughter is about to have her PPT for middle school (6th grade). I know this is early to be planning, but my husband and I are thinking that a school like Forman might be right for her when she enters high school. We will definitely look into it. But for now, is there any advice you could give me about what kind of instruction would be beneficial for her in middle school? She doesn’t test well and her weakness is in reading comprehension and math, especially anything abstract. As with many ld kids, she is much brighter than she tests. I know I am only painting a basic picture of her, but maybe there is something we can include in her PPT so that she will receive certain services that would be beneficial to her before she gets to high school.
Thank you,
Kim Sadowsky
Tom:
I guess I’m not getting it. You’re saying that one of the reasons that Forman had problems is that they grew too big at 220 kids and that for any given school there is an abolute upper limit to how big it can grow. Yet, you also say that Forman is at 180 and will attempt to grow to 200. Why would you want to do this if you may be going over your absolute limit?
Also, is the current language training program at Forman 1/1 individualized instruction?
Kim:
There are a few things you need to look into when looking at schools (Forman or any other like it):
Does the school offer individualized instruction? In my experience there has been greater success across many curricular models that share this one attribute.
What is the curricular model or models the school buys into. For some kids, intensive phonics and a highly structured curriculum is just the ticket. For others, it’s a disaster. There isn’t one model that fits all students.
Some students flourish in a curriculum that favors creative arts, others want intensive work on core curricular areas and the other stuff isn’t meaningful to them nor do they need it.
There are many ways to teach reading and study skills and one isn’t perfect for all students. It’s important for you and your daughter to have the beginning of an idea of what works for her so that you can find a school that’s the right fit.
By the way, folks like Sandy Shapiro and Tom O’Dell are great resources to help you learn which questions to ask but in the end, the more you know about your daughter’s learning style the better decision you’ll be able to make in choosing a school, a tutor, or a support system for her.
Thank you, Richard.
She is just actually getting her triennial testing, and they are doing a very in depth “work up”–more than their usual one that she had at age 5 and age 8. We are very aware of her learning style and her elementary school has been excellent. I have heard the middle school is also excellent for special ed. My fear is that high school will herd her into the “easy classes” because in their eyes, she might not be college bound. I feel that she is definitely college bound with the right support. I guess I was just looking for advice about how modified her work should be in middle school, what matters (is it imperative that she take Spanish, even though she is doing okay in elementary school Spanish I can already tell from my son’s 7th grade Spanish that she won’t be able to handle that intensity).
Do ld schools look at sports participation, band or chorus, etc. or do they just focus on her academics when they are determining admission? If anyone has advice I would love to hear. Thanks!
Kim
Richard,
Sorry for the confusion.
I did not say that 180 students is the absolute upper limit for Forman. The Board and the Administration feel that about 200 is our “magic enrollment number” as long as Admissions continues to admit mission appropriate students and that teacher training remain a priority. The Board and Head are fully committed to both. Keeping enrollment at around 200 allows us to continue to have a “small school feel” and won’t overwhelm our faculty or facilities.
By the way, the entire faculty is trained in Mel Levine’s School’s Attuned Program (I suggest people check out this website – http://www.allkindsofminds.org)and partners with the Univ. of Kansas Center for Research on Learning to develop learning/teaching strategies.
Regarding our Language Training Program, if necessary the Learning Specialists can do one-on-one, but not all Forman students need such intensive instruction or remediation.
Tom
Dear Kim,
I have done admissions at LD schools for most of my life and now that I am a private Educational Consultant, I also place students at LD schools. During the admissions process, schools do consider an applicant’s special skills or interests (sports, art, music, theatre, etc.) But a school won’t (or at least shouldn’t)admit a student just because they are a good athlete or a talented artist. The applicant’s academic profile needs to be consistet with the school’s stated admissions criteria. Even among the LD schools, there are differences in the student profiles and emphasis on extracurricular interests. Making the right match is the key to success.
Tom:
“The Board and the Administration feel that about 200 is our “magic enrollment number””
So, what you’re saying is that 200 is the “magic number” now but in the past 220 was too many to handle the complex needs of Forman students. Rather a sensitive tipping point it would seem to me.
I’m well aware of both Mel Levine’s work and the University of Kansas strategies. I’m not quite sure how I feel about using an affiliation to push a school. Each school that uses pieces of those models does so in its own way and it’s up to parents to look beyond mere affiliations to the actual curriculum of each individual school.
Kim:
“Do ld schools look at sports participation, band or chorus, etc. or do they just focus on her academics when they are determining admission?”
That’s a great question and each school is different in this regard.
Sometimes it’s success in what are considered extracurricular activities that builds confidence and keeps struggling students in the academic game. Some schools are flexible enough to allow this while others aren’t. This point is something worth digging into.
For example, we have good friends who sent their son to Putney Academy because of its emphasis on music and art, two of his strengths. I’m not sure he’s getting as rigorous an education in core academics there as he might in another school but one thing’s for sure: he’s happy, he’s engaged, and he’s learning.
Dear Kim,
We visited Forman in 11/06. Our son was accepted and will begin in the fall of 2007. The fact that the entire faculty is trained in Dr Mel Levine’s neurodevelopmental constructs was an important factor for us. Our son was evaluated by All Kinds of Minds in March, 2004. He continues to have periodic follow up with Dr Yellin.
I can tell you I know/have spoken with three students families whose children currently attend Forman.They are all doing extremely well and have all found success. Coincidently, one of these students parent is a teacher at my daughter’s current school in Fairfield County, Ct. A small world!!
I talk with her frequently and I am always, as is she, impressed with the quality of education and the environment Forman offers. I find the history of the school as discussed on these posts interesting. I saw no signs, nor have heard of any problems at Forman currently. I will post again after my son starts, so stay tuned. Good luck with your daughter, Theresa
Dear Richard and Kim;
I am a teacher and the Science Department Chair at Forman School. I have been teaching at Forman for the past 10 years. I have my Master’s Degree in Education, specifically for students with Moderate Special Needs such as LD students. I am certified in Elementary Educationa and Special Education. I can tell you both first hand that yes, the school continues to have one to one classes in the Language Traing Center for most of the 9th and 10th grade students. I teach both science and a one on one class called Strategies Instruction. What makes Forman so special or unique is the Stratgic Instruction we use both in the one to one class and in the classroom. In the classroom we use our content to teach the strategies such as Concept Diagrams, which are graphic organizers to introduce a topic. We teach students how to take notes from reading material by using the Survey Routine. We teach vocabulary skills by teaching the Reminding Device or the LINCs strategy. In the Language Center we are teaching the STRANS strategies which include the Self Advocacy Strategy, the Assignment Completion Strategy, the Self-Questioning Strategy, the Visual Imagery Strategy, the Sentence Completion Strategy, the Word Identificaiton Strategy and the Paragraph Writing Strategy. The school is known for Strategic Instruction which teaches students how to become strong independent learners to ensure that they be successful students in college. All teachers are trained in the University of Kansas Strategies from the Center for Research and Learning as well as School Attuned. Our school is Student Centered and encourages active learning by the students. We also embrace mastery learning. I have been teaching students with Learning Difference for the past twenty years, and I personally feel the Forman School is the best College Preparitory School for the students with Learning Difference.
missi: I’m delighted you’re so enthusiastic about the Forman program, that’s a great sign.
I simply don’t think anyone, including Tom and Sandy who are consultants specalizing in placement, can make the statement that any one school is the best for all students with learning differences. I’m sure Forman is great for some students and less great for others, or, if every student going there is a perfect fit, then consultants and your admissions folks are doing their jobs well.
I can certainly vouch for the fact that Don Deshler’s Kansas strategies, while appealing to some teachers and students, do not appeal to all teachers and don’t work for all students.
“Our school is Student Centered and encourages active learning by the students.”
How does that statement fit into the Kansas Strategies and all of the various strategic techniques you’ve described here? What if a student finds all of that strategic stuff against his or her grain? What does Forman do then?
Dear Richard, Missi and Kim,
My two cents: One of the most important things I advise parents to look really closely at is how well can a school describe the profile of its students. If a school fudges on its profile, if it wavers on the clarity it demands of itself in understanding who it serves best, then everything else is compromised. If a school isn’t crystal clear on who its serving then there’s a corresponding lack of precision on what to do or how best to serve them.
If you don’t get similar answers from a cross section of people (staff, parents, kids too) then you have a red flag and need to keep digging.
The other piece I hear in this thread has to do with curriculum delivery. It’s great to have many options (like various strategies), and models like Schools Attuned can go a long way to help everyone have a similar language when thinking about kids and learning. But, and it’s a big but, they have to go to where the rubber meets the road. In other words walking the talk, delivering on promises is nowhere more important than in schools for kids who are struggling. In that regard, schools can say all they want about individualizing education, but if any school becomes a dumping ground because of muddled profile, it’s much more difficult to deliver on promises.
I’m not saying that any of this applies to Forman (or if so, to what extent), just that these are important considerations for any parent. I say look closely at who the people are who set policies and provide the leadership. Selecting a school is one of the more important decisions to make and while there’s no perfect school you must know what you’re getting into.
Hello all;
I agree that a parent must look at a school and how it will best fit their childs learning needs. There are a lot of choices out there, and boarding school is a huge step for many parents. Therefore a parents needs to examine the schools, have their children go along for the tours and then make the choice that they feel will be most appropriate for their child. I have also worked at Landmark School, and I have taught in the public school in Texas. All I can do is provide the best teaching instruction to my students; however, it is a team effort on the part of the students, the teachers and the parents.
Wow, this is an active discussion.
I have two thoughts:
1. Posted by Richard: “What if a student finds all of that strategic stuff against his or her grain?” I would be interested to hear from any parent or teacher who has experienced a situation in which this has happened at Forman. Utilizing the “strategic stuff” indeed translates to an understood universal language instructors use to teach a student to bypass his weaknesses and succeed by utilizing his strengths. We all have strengths and can all find success by utilizing them. Some students likely arrive with a plan from All Kinds of Minds (AKOM), some likely go for an evaluation after they arrive, and some have a plan developed by the teachers who are trained from the schools attuned program through AKOM. Inherent in this model is a formula for all to find their individual success. There in lies the beauty of Dr. Mel Levine’s research. I encourage all parents to review this model at http://www.allkindsofminds.org.
2. Posted by Shapiro: “In other words walking the talk, delivering on promises is nowhere more important than in schools for kids who are struggling.” I can talk the talk and understand Dr Mel Levine’s model extremely well. It is indeed extremely important. We have every reason, after our research and visit to Forman, to believe this to be the case. I promise to be frank with all of you after my son begins.
Take care, Theresa
theresa, You sound rather defensive. No need to be, I’m sure Forman will be the perfect place for your son and so, you. The question is, without knowing every kid and every parent who might also be interested in Forman, or any other school, we have to be careful making grand generalizations about any one form of teaching and curriculum.
I can’t give you examples at Forman, I don’t work there but for the past 20 years I’ve visited many hundreds of schools, some of which were using the University of Kansas strategies in various forms and yes, there are students for whom these and other commonly used strategies don’t work.
And, frankly, as a teacher, I would have problems with too much strategy, not enough improvisation based on the kid in front of me. I would think Mel would approve of that “strategy,” maybe even Don.
Of course, it’s always good to have a bag of strategies to pull from in teaching, the issue for me is how rigid we become in implementing them.
There are many ways to teach students, including confronting and working on weaknesses, not just bypassing them.
As you know from reading the various essays at this web site, there are many ways to bootstrap out of weakness into strength and in my experience, the best ways are specific to each individual, not a single “universal.”
Dear All:
Interesting exchange of ideas here. (I don’t see Theresa as being defensive; not sure why Richard said that).
I have worked with LD kids all my life in a variety of schools and programs; some good, some not so good. In my opinion, what makes an LD program work is to have trained teachers and ongoing faculty inservice training. As Missi said earlier, this is something Forman does very well. While Forman uses strategies from Mel Levine and U. of Kansas, other LD schools use different approaches and they are just as effective. What does bother me is to see schools enroll kids with learning differences and then NOT properly train their teachers in how to educate these students, in and out of the classroom. I have seen some mainstream schools admit students with serious LD issues, provide them with a trained tutor and think they are servicing that student appropriately. This model can work well for the mildly LD student or the student with some executive functioning deficits. But it doesn’t work when the LD student needs intense remediation and a community of adults who are thoroughly trained and cognizant of the issues these students face. Schools like Landmark, Forman, Eagle Hill, Gow and others understand this and it’s the reason they are so successful. As a former admissions director, I know there is tremendous pressure to “fill the beds”. I’ve been put in that situation. I have tremendous respect for those schools who train their faculty well and who admit only those students who fit the student profile.
Tom
Tom, I agree that on-going training of teachers is crucial to success of kids. It provides the opportunity to keep current and also demonstrates commitment, therefore helping with morale of faculty. An energized staff is pretty important, wouldn’t you say? Of course, combining the right types of training, with exceptional presenters AND ensuring follow up opportunities for staff (so that the great ideas of workshops don’t slip back down to the bottom of the pile) is another ingredient.
Parents can become more and more sophisticated in vetting potential schools by asking for various indicators of student growth over time. Look at statistics (again, growth over time for students, e.g., in reading skills), as well as work samples and most important, spending as much time as is realistic, in diiferent classes. Having been a school director myself, I’ve seen first-hand how much better it is for students when their parents see transparency not only on the admission’s visit, but afterwards. Schools are like other organizations; leadership defines and promotes the direction, values, and philosophy. Teachers are often the unsung heroes, might I say, foot soldiers for kids. Parents need to do “due diligence” with administrative leadership as well.
As far as “filling beds” goes: when quality is job one (I know, that’s a car commercial), filling beds recedes to the background.
Let me be even more provocative (it’s fun):
I think training is overrated.
There are good teachers and less good teachers. And, there are teachers who are a great fit for a particular kid and teachers who are not such a great fit.
Training and affiliations sit on top of these things, not underneath them.
Deep understanding of Mel Levine’s ideas and skillful use of the Kansas Strategies do not assure success. Teaching “strategically” does not assure success.
I would rather have an untrained teacher who was sensitive to my needs and had enough personal experience to build just the right learning environment for me, than a teacher who, because of training and affiliations, gently nudged/pulled me toward a learning model that wasn’t right for me and because of the widespread acceptance of the learning model, kept at it long after she should have tried something else.
Richard, that is provocative! For me, I need a teacher who is absolutely sensitive to my needs as a learner. If they’re well trained all the better. This brings up another part of this equation. I was talking to a group of parents the other night about the value of teachers and parents being able to have perspective of the kids. If all I try to do is get a point across (or in the case of teaching, information across) I lose effectiveness.
I don’t know if this’ll make sense but I was watching Bill Mahr last night and I thought; as important as political affiliation is, I want people who can think well. I think that relates to your point about teachers. If I had to choose between a less trained educator who is smart, listens well and honest (he or she can pick up the rest) and a (in a book sense) well-trained but insensitive and inflexible (not to be confused with principled) I’ll go with the former.
Sandy: Amen.
Nothing wrong with training, as long as the person being trained is free to use the training as they best see fit, or, ignore it all-together and use some other collection of techniques and ideas to make learning happen.
Let me wax metaphoric:
Dinner or a la carte?
One could choose a set dinner combo and then find out the kitchen doesn’t do substitutions when you’re in the mood for hot and sour rather than wonton, or, one could assemble some of the same dinner a la carte, substituting things one likes.
I would rather have a teacher who knows how to order a la carte, essentially building her own dinner based on what she feels like having at the moment. That teacher knows the menu well enough and maybe herself and her dinner partners well enough to customize a good fit every time, even as tastes and desires change.
Dim sum anyone?
I would prefer to have a highly trained faculty who consistently implement a set a research based strategies. Within that established framework, teachers should have some flexibility in terms of how they teach the strategies. The last thing in the world LD students need is inconsistency. For example,the Orton-Gillingham approach is successful in remediating language based learning disabilities because it is structured, consistent and research based.
Richard, your “a la carte” menu is not very appetising!!!
Hi Tom. It’s a great discussion here because it raises a great set of issues. Here’s my perspective (and history): I started out as a teacher who could get good results by the power of relationship building and ability to get kids motivated and excited about learning. After about seven years I apprenticed myself to a master Slingerland (group Orton-Gillingham) guy. Apprenticed meant one whole year, six hours per day. It was and is thrilling to finally have what became a more research-based approach that really works for the right student. The school we started however, was purposefully NOT looking for sanction and endorsement by the Slingerland Institute. Nothing against that group, but we wanted more flexibility.
As I continued my education and experience (including “brain-based teaching”) I continued to gain an appreciation for methods that actually work. Evidence-based methodologies are all the educational and marketing rage now. On the one hand that’s good, actually great. But on the other hand it can be just more window dressing, know what I mean?
And here’s the other part: I’ve come full circle in that I’ve seen Orton Gillingham in the hands of people who can’t reach kids where they live. I’ve seen people use other research-based technologies (like Intensive Behavioral Intervention for Autism) and miss huge components of what I would call the human factors in teaching of any kind. In technology leadership for example you learn about (and I’ve suffered from it:), technophobia for example. So, you could have this great technology, computer or otherwise, but if the horse won’t drink, it doesn’t matter how beneficial the liquid is. Now I’m not comparing kids to horses, but the analogy holds. Orton Gillingham is an educational technology that we sometimes (emphasis, sometimes) superimpose on kids for whom need much different approaches. I’m a teacher trainer in Slingerland, but the biggest thing I try to get across is that these things are approaches more than just techniques. And approaches should include all the other best practices we’re talking about. So, I guess there are lots of ingredients in the soup of a “superior teacher.” The great ones combine training from more than one discipline.
“The last thing in the world LD students need is inconsistency.”
And I would counter, the last thing any learner, LD or otherwise needs is consistency using inappropriate methods or methods that are so highly structured that teacher and student improvisation is difficult.
“I would prefer to have a highly trained faculty who consistently implement a set a research based strategies.”
Yikes, that sounds rather cold, like a well-oiled machine. I don’t think I’d want to be on the receiving end of that. I wouldn’t want my teacher to be implementing strategies on me. I’d prefer it if my teacher helped me invent my own strategies for learning, based partly on her experience and her knowledge of my learning style and partly on my experience and my knowledge of my learning style, which might be quite different from the student she’ll see next period.
Are you saying that a strategy that isn’t supported by research isn’t valid? Or, that a strategy that a Ph.D. at a University comes up with has more validity than, say, a strategy that a Forman language training teacher with twenty years of teaching experience comes up with to help a student who is right in front of her and has a unique set of learning needs?
Strong teachers use the strategies (which are validated) as a base line so that students can begin to gather tools to became strong independent learners. If those strategy do not work for that learner then the teacher initiates an SLP or a Student Learner Partnership where the teacher and the student create as strategies that will work for that child. Then the child is monitored through regular meetings and check in’s to see how things are going. Last year I did a SLP with a particular student with great success. One must realize that as students overcome certain levels of their learning differences other challenges will appear. As learning puts more demands on reading, notetaking, researching and presenting students need to be able to overcome those challenges creatively and independently. A professor of mine once said that “at times, creativity must be stimulated.” The baseline strategies from KU are a way to stimulate creativity in both the child and the teacher. Hence that is why teaching is not just a science but an art. Thank you all for your comments, and please feel free to visit Forman in action.
Thanks missi.
So, the order is, validated strategies are tried and if those strategies don’t work the teacher initiates “SLP” and gets the student involved in designing a set of more workable strategies.
This implies that the student isn’t involved in the design of their own learning until the validated (packaged) strategies don’t work. Do I have that right?
There is quite a bit of research that goes all the way back to Piaget and Vygotsky that supports learners being involved in the building of their own learning environments. It isn’t necessarily the quality of the strategies that the learners come up with that matters, it’s the cognitive process of coming up with them.
It takes longer and is messier to go through an iterative process of trial and error to find something that works but it seems that in the long run it produces more independent teachers and students.
I’m sure you’ve read about long term studies on the Distar remedial teaching methodologies. Distar was very popular for years and got wonderful results in the short term, but it did not lead to independent readers, only readers who could read on demand. Forman never used Distar (thank god) and stuck with Orton/Gillingham even while Distar was producing more data to support its efficacy. There’s a lesson there.
Is there anyone out there who has a child at Forman who can give me some information about what is happening NOW!! This school is tremendously expensive and I would like to know if it is really worth its weight.
Dear Ale,
You are correct, the tuition at Forman (and at all schools for students with LD issues) is very high. Are you aware that Forman offers need-based financial aid? If you call the Admissions Office at Forman, they will conect you with parents who would be happy to talk with you about their experience at the school.
Interesting discussion!
I hope people understand that many very good teachers are everywhere — not just at high priced private schools that say they do this and that.
Yes you need to look at the “whole picture” when considering a school but parents be just as aware of the very high price educational consultants you are hiring. Beware of the big ticket prices and what your child really needs — think about the money you are spending, could it be used on tutoring etc.? What might be a great place for one student is not for another. I guess my message is becareful of the educational consultant… yes their is a time and need for these folks but again don’t let them suck you in to paying them big bucks for something you might only need a little of — and shop around their view points can be subjective as well as their training and education.
Don’t forget many public schools still offer a very good education for students with learning disabilities. It really depends upon the individual student, what the school and more important who THE TEACHERS are. Mel Levine’s work is wonderful but don’t think because a school preaches they are a “Mel Levine Attuned School” it is better one.
Also, don’t fool yourself that gifted athletic and music abilities don’t help some kids get money to attend!!! As well as if a student is able to pay the full ticket for tutition if that student’s learning style is a bit outside the norm at that school that student might be admitted. I know students for a fact who were emotionally troubled who got into very well known LD schools who said they did not enroll students with behavioral needs because their parents could pay the full $.
Ashley, Great points. I totally agree with you on the main ideas you presented. Thanks for reminding everyone, especially parents NOT to take things at face value all the time. One common theme that crops up throughout this website is be an informed consumer. Take the time to dig deeply into whatever your considering for your child/teen. There’s a tendency to give too much away too quickly to any expert.
Mel Levine has been a great instigator and groundbreaking force in helping raise the bar throughout the field in terms of providing common language and perspective on various neuro-cognitive components of learning and learning styles. He’s done (in my opinion) a great service by de- emphasizing diagnostic labels in favor of more descriptive and behavioral language (though that can also be taken out of context and too far). However your cautionary comment of “just because a school preaches they are a “Mel Levine Attuned School” does not neceesarily mean it’s better is absolutely right. There’s been some interesting conversations on this and other threads about this.
I think i shared this before, but one of the grand leaders in educational consulting (and a friend of mine) Alice Jackson once said to me, “…we send kids to people not programs, Sanford.” That’s always stayed with me. The people at schools do change however, and there needs to be process and values that outlast individuals; but that includes the types of people they hire. Hope that makes sense.
More about relying on experts and educational placement consultants: In many ways I am considered an expert on learning disabilities and I always try and steer parents and kids towards their own instincts; especially when looking at school selection. Even as an ed consultant myself who sometimes helps families find school matches, your comments about being careful about “us” is right on. It’s like any other profession; doctor, car mechanic, or anyone else who puts out a shingle. There are great ones and the rest.
Sometimes a great doctor (or mechanic) is the right fit for one situation but not as great for another.
I do think that they/I have their place and can provide irreplaceable information and help with prioritizing and direction setting that can be priceless. Providing the right resources at the right time for the right kid is why we do what we do.
You’ve (as a parent) got to be willing to ask questions and challenge the assumptions that come up, as well as be open to listening and hearing the hard truths sometimes.
There are different organizing and sanctioning groups of consultants and schools, such as the IECA (Independent Educational Consultant Association) and NATSAP (National Association of Therapeutic Schools and Programs) for example. Groups such as the IECA try and provide ethical standards and checks and balances in order to hold educational consultants to best practices and higher standards. Like other groups of this order they can really provide expert guidance. Just because a consultant is a member however, doesn’t guarantee anything. And simply because a consultant is not a member of a group does not mean they’re not exceptionally good.
As far as weighing the costs of expensive schools versus say tutorials and other education-related expenses, I think you’re right on the money again.
However I wouldn’t be too jaded either way. In other words, it’s the questioning and due diligence in really looking and comparing that provides the value in my opinion. It reminds my of a workshop on “Active Reading” that I went to years ago. It was a great presentation about various strategies to help students learn to actively question and reflect on what they’re reading in order to improve comprehension. It occurred to me that while some approaches may be inherently better than others, the most significant value of active reflective reading was that it encouraged learners to be engaged in the process. How can you not comparitively improve learning and comprehension from greater student engagement and participation?
The same thing holds true for searching for schools and/or deciding what approaches to use or how to allocate financial resources.
Sorry to go on and on
but you struck some chords. Thanks.
Sanford
Hi Sanford,
Your posting clearly defines many of the points that I was thinking. I am not bashing the “experts” if you thought that, sorry — it is just that parents want the best for their children and sometimes a big ticket consultant and school is not always “the best” fit for their child. Sometimes if your paying you might think it is better, I think you know what I mean.
There is a time and a place for the eduational consultant. My experience a parent of a teenager with LD and a professional in the field has given me the opportunity to see “two sides of the fence” as well as experience it. I have a good 25yrs in the special education field.
I too have had the high ticket consultant (and still do when I need it for this and that, it makes a huge difference to have a consultant who is educated and has experience, I could do it myself but I am the parent which is another spin…). But, these folks are very expensive and are not always needed, I see some families get sucked in and are spending thousands of dollars when it is not always needed. They become the listening ear and the $ timer is on… .
It all depends upon the individual family needs, I just wanted to raise the thought that sometimes the high ticket $ “expert” and “school” is not always the solution and parents need to be careful, just as anything they “invest” in.
“Student engagement, and participation” as you wrote is key — but again look at where your child/student is — can they self-advocate for themselves yet?? or do they need a watchful eye and a push? These are all things to think about when selecting a school, as well as many, many other thoughts…
I have enjoy reading your postings on schools. It rained all week here and I caught up on this website. I would love to read more about public schools that stand out with the LD population — especially high school. When these kids reach high school it is another ballgame!!
Ashely- bash away
Seriously, I have no problem whatsover with someone like you who seems to have eyes open. Good for you! I definitely did not take it personally. As I said there are some exceptional consultants and those who are not; no different than other professionals in that regard.
The fact that you have parented a child with learning disabilities certainly can give you a birds-eye perspective of the hopes fears, pitfalls and opportunities of other parents and their kids.
When you’ve hired one for your own child even tho’ by the sounds of it, you “could have done it yourself,” what were the advantages to going that route?
Concerning the “$-timer being on: Some professionals (count me among them) charge flat rate and avoid the “billable hours” approach. I suppose there are pros and cons to both approaches.
” ..but again look at where your child/student is — can they self-advocate for themselves yet?? or do they need a watchful eye and a push?” Ashely, good questions. For me, one of the parts of college counseling that I love is using the process to increase the students level of self awareness and self advocacy. Knowing those are two essential ingredients for success, I always make them the centerpiece of the process; even over the actual creation and selection of the college list. It’s a cliche, but teaching someone how to fish is so much better in the long run (and cost effective for them).
In what part of the country do you live that it’s raining all week?
Glad you’ve found the school postings helpful.
Sanford
“When you’ve hired one for your own child even tho’ by the sounds of it, you “could have done it yourself,” what were the advantages to going that route?”
The advantages are having someone who can be objective with you and is not running on emotion etc. as a parent would — another advantage is that in a public school system it makes a huge difference in the level of services/support/accommodations… obtained when paired with a good eval, also attention and compliance with the ed plan to have a consultant. Again, this is just been my experience and observation.
Ashley,
Well said. It helps to have someone who can be somewhat objective, have passion and care and yet not be quite as emotional as a parent. On the other hand I have sometimes seen a parent carry the day (in terms of gettinng results) by their unique and highly personal emotion. When coupled with a good evaluation nothing beats speaking from the heart. I’ll have to look around this site, but there’s probably a whole other discussion about what makes a good evaluation.
My daughter is a 4 yr senior at Forman and getting ready to graduate. We made the decision in middle school to send her to Forman because we were basically told that the same services she received in middle school would not be available in H.S. and they wanted to “pigeon-hole” her into general classes (not classes that would prepare her for college). We took an educational consultant to her last PPT in middle school who was very helpful in providing the insight we needed to make what seemed to be a monumental decision for our daughter. Yes, Forman is very expensive but to us it’s been worth every penny. Although we live only a half hour away we decided to let her board starting in her Sophomore year. My daughter has thrived there and loves it!! She has a non-verbal learning disability and ADD. The classes at Forman are small and the staff is very devoted to providing the students with the strategies they need to be self advocates and successful in college. My daughter has been very successful there and being a Forman student has allowed her to exhibit leadership and academic qualities which she would otherwise not have been able to show in the public school system due to the sheer number of students and the stigma of having learning differences. Forman really turned her life around and she now has a confidence level that we never saw in middle school. Granted every student may not have the same experience at Forman but they also will get out of it what they putinto it. It is a team effort involving students, parents and teachers. We are always in contact with the school – they are very good at keeping the parents attuned as to what is going on. We’ve never regretted one minute of sending her there and she will miss Forman – it is her home away from home. The friends she’s made there will be her friends for life. She is now looking forward to going off to college probably better prepared than a lot of public high school students. She applied to six colleges (only one was specifically geared toward students with learning disabilities) and got into all six. I think that’s a testament to my daughter and the education/preparation she received at Forman!
Thanks to Eileen for sharing such a wonderful description of how Forman helped her daughter. Generally, there has been significant emphasis on how Forman supports kids w/dyslexia. I wonder if Eileen could comment on whether Forman assisted her daughter on planning, sequencing and organizing skills or helped her learn techniques to improve attention span. Also, non-verbal learning disorder often comes with math struggles. Any input on how Forman assists kids who struggle w/math?
[Out of respect for my child, please don't show any more than Alyson for my name.]
Hello All:
Just a quick note about our son, who is a first year student(Junior) at Forman. Our son attended Ben Bronz Acad for 4 years before attending Forman. Both these schools have help our son so much I can not express in words. He is a now a High honors, Dean list student. Living at the school has help with his social skills in many ways.We’ve never regretted one minute of sending our son to Forman. Yes its a big cost but worth it.Any one that would like to talk about either school, please feel free to contact me direct. John1954@aol.com
thanks Eileen and John:
Very interested in information from other parents who had kids who attended Forman. I am interested in TRUE experiences not fluff. Are they all they say they are? I think that the educational consultants are fine but you parents with students at the school know better than anyone. Interested in how good the college counseling program is? Thanks.
im a student at forman school and i just wanted to let you know that i came all the way across the country from a public school to go to forman in 2006. i had been struggling at a school of 3,000 students and clearly needed help. turns out forman is the best decision i have ever made in my life…not even kidding.. As for the college counseling ….they are awesome. i will be entering my senior year at forman and will be working rigorously with ms. cooper to find a school which fits me best. all i can say is…they know what they’re doing and are fantastic at it! they set up my pre sats for me last fall at school and also their are sats classes offered on campus in the early spring before we take the sats. they also set up for me and the rest of the senior class to take it when we return in septemeber. i also have a list of schools that ms cooper thought i might want to check out that i was given before i left for the summer…i already know who my teacher recomondations are because that too was guided by the counseling office before the juniors left for summer.i cant say anything bad about the college counseling center. they are exceptional!
i cant wait to go back in the fall. im SO excited!
Student at Forman: 3,000 kids! The high school I went to a long time ago had 5,000 so I know how great it must feel to be getting some closer attention. Are you entering your senior year?
I’m curious what type of accommodations you think you might need at the college level, if you don’t mind my asking. What size schools are you applying to?
yes im entering my senior year! im thinking about applying to a school of 5,000 or less. being at forman has made me realize that i can learn better in a smaller enviroment. im looking at hofstra which is a bit bigger than what i want, or sacred heart in conneticut…also loras might be a possibility too.
all of these schools have a pretty good program for learning disabilities as far as im aware of. Curry might also be a school that i apply to. what im looking for basically is a small school with small classroom sizes and also a good support program with tutors and extra help. i tend to do better in a distraction free enviorment for testing ..basically i want to go to a school where i feel comfortable enough to ask for help from the support program they have. in addition to that I find that teachers who are willing to help me before and after school is nice as well. Mrs.Cooper is aware that i want all of these things in addition to me wanting to go to a school with a good education program ( i want to become a teacher )
not only has forman been able to help me with acedemics, but i also feel as if ive grown as a person and gained a sense of responsibility..its a pretty good feeling! college doesnt seem so scary anymore:)
Student,
Sounds like you’re well on your way. There’s a lot of colleges out there. Keep on investigating and good luck. Keep us posted on your process.
Kim,
**Important group to contact for help** Regarding a resource for PPT preparation, we found the Connecticut Parent Advocacy Council very helpful. We may have found them a few years later than I would have liked, but they have been very helpful!
Keep all copies of paperwork you send / receive to the school. Try and make all communication by e-mail instead of phone, and retain copies of all documentation.
Our daughter will return to Forman as a Junior in the fall. Since she arrived there in Jan 07, it was more of an adjustment for everyone than had she started in the fall. She is on a very good track now doing things the public system could not do for her. It has not been without new challenges, but there is more help in reaching solutions.
The public system also felt they could do a “good” job with her. We learned we have a different definition of “good”. The law is very specific regarding our children and their education, and it is to your benefit not to blindly trust your school as we did.
I hope this helps, even if it is a few months late.
John
thanks for all of your comments. Interested in truthful comments from Parents regarding the services at Forman. Have your school districts been helpful?
Last spring I was troubled by the dialogue that ensued between January – March 07 and the following statement made by Richard,
Posted by Richard, Mar 13, 2007 at 9:33 AM Let me be even more provocative (it’s fun): I think training is overrated.
There is nothing fun about having to sort out issues as they apply to your own child. You agonize over doing what you believe is in their best interest. I did not understand at the time how what should be frank dialogue between parents and others should turn into what felt like an uncomfortable exchange. Richard did you ever work at Forman or were you affiliated with someone who did? If yes, that should have been disclosed. I am writing now because I told everyone I would report in. However, I am not comfortable posting on this site any longer. I believe this site had great potential to fill a needed gap for parents. I would encourage any person with questions for current parents to contact the school directly.
Teresa,
I hear what you’re saying about how “sorting out issues as they apply to your own child” is not fun and sometimes is agonizing.
I was also part of that discussion of last spring that you referred to. For me, the provocativeness and importance of the dialogue was/is worth the risks.
At stake in that discussion is how to avoid being over-reliant on affiliations and training to mark excellence in teaching students with learning disabilities.
I was reading another online discussion about independent educational consultants and whether or not their affiliation or membership in a sanctioning group guarantees ethical behavior. It doesn’t. There’s unethical behavior within and outside of groups. The same thing applies to affiliations and trumpeted trainings (marketed by schools). As a former school director of course you know that you put your best foot forward. However I also know that good teachers use training and education well and appropriate to inndividual kids. Educators not as good do not use their training and education well. So there’s the rub: training in and of itself can be misleading.
I can’t speak for Richard but I know that he’s not trivializing struggles of parents. On the contrary, the discussion’s meant to lead to more success.
Theresa: Oh boy, where to start.
Yes, I worked at Forman in 1986 and 1987. I started the computer program there, invented a course called Thinking and Writing, did a lot of research with Dr. Laurie Fais, the then head of LT and presented on that research all over the US and in quite a few places on earth. I then used that research to start hundreds of similar programs in schools the world over.
Have I hidden that? I don’t think so, I’ve got numerous articles at this web site that state it.
I’ve presented on panels with Mel Levine (long before he was discovered and famous) and have written extensively on the topic you’re concerned with. Some of my writing is even at this web site, including some of the research we did at Forman.
And, in reading some of that stuff you’ll learn that I have a learning disability and have spent the better part of my life helping students and adults with LD cope through the use of technology and other means.
I’ve done thousands (1000s) of presentations and workshops all over this country and in many others until I stopped a few years ago. I am considered the pioneer in the area of assistive technology and learning disabilities. I started talking about it and publishing about it in 1978.
I question the use of affiliations to improve credibility and I think you should too. As I said above, I’d rather have a teacher with a lot of experience in the classroom and broad general knowledge than a teacher who’s been trained by Mel Levine and the University of Kansas because those “brands” are in vogue. Is that a popular viewpoint? Nope. But, I stand by it.
I’ll say it again: I think training is overrated. I’d rather have an experienced teacher than a well trained one.
Richard and Sanford,
I found the dialogue earlier in the year, including Richard’s comments, to be very interesting and informative. I also appreciate Teresa’s last comment which obviously had more to do with the “it’s fun” comment by Richard and less with his view on the importance of training versus experience. Sandy, there is a difference between intellectually provocative comments for the purpose of engendering discussion and being a provocateur. Regrettably, a few of Richard’s comments fell into the latter category. I, for one, thought it was unnecessary and ill advised. My personal suggestion is to leave it be and continue the productive dialogue.
Alan:
Can you be specific? Not to argue but I’d like to know where you think I’m going over the line.
am looking into forman; does it accept students w/ an NVLD profile? wouldbe interested to hear from others
Rich,
Based on my visits and connversations, I’d say it depends on what the details of the “NVLD” profile is.
You should go directly to the school and go over the specifics. I also think it’s a good idea to query anybody out there who’s applied with a kid with NVLD.
What are some good schools in New England for a 15 year old with average IQ and NVLD? Boarding options??
Anita,
You know, the specific options other than Franklin at first blush, appear to be thin. However the umbrella term of NVLD can mean different things for different kids. If the main issues relate to fluent reading, written expression and organization, then options are wider.
Have you thought about sharing his evaluation results with a placement expert/ld educational consultant?
Well, we are currently getting him retested. He has huge disparities in Verbal and Performance. He is social, athletic, extremely disorganized and does anything to avoid work.He reads at grade level and does ok in Math. He often does his work but fails to hand it in or re-take tests and quizes that he receives a poor grade in. He had a great experience at Wolfeboro summer boarding in New Hampshire last summer. We are waiting for updated results before scheduling with Edufax. Anyone else you would recomend for a consultant? We want to find the right school for the fall (10th grade) as he attended Watkinson for 6 and part of 7th, before they stated that he could not return for 8th.He has been back at the public Schools since fall of 7th grade and we want him to have consistency. Have you had any experience with Darrow or Winchendon Schools?
I am wondering if anyone can tell me about the Forman school. Any information would be helpful. any current families care to comment?
hi- i wrote a long long time ago on this website as “student” and just wanted to let everyone know i graduated this year and im going on to a 4 year small liberal arts college in PA. I am anxious and yes, a bit nervous to leave, but as cheesy as this may sound …I am so glad i decided to go to the forman school. It helped me with self advocacy…it helped my self esteem…it was amazing. I had quite an opportunity i wish everyone could afford to have the kind of experience and education i was given at the forman school.
I will never forget how i felt the day i recieved my dipoloma from mr perkins. It was the happiest moment of my life to this day. I wouldnt be the same person that i am today if i hadnt gone.
SO, i just wanted to let everyone know that i turned out alright in the end and now im heading to the college i have always dreamed of with skills that i doubt many kids in the US will ever learn or experience.
08′
Congratulations ‘08. Well done.
You should know, however, that there are many ways to get those skills and Forman is one among many. I’m delighted it worked out well for you. You’re going to meet lots of students with different experiences from different places when you go to college. Some of them will have come from public schools, some private, maybe some will have been home schooled. There are many ways to get there.
Have a great summer.
Hello all, I too graduated from the Forman school in ‘08, but I am ready to give you the real scoop. Throughout my time at Forman, almost every kid I did not like Forman. The school is far too strict, and they’re rules are ridiculous. Everybody seemed very depressed at school. Don’t get me wrong, most of the kids are great, I met some fantastic kids that I hope to keep in contact with for the rest of my life, but my god, everyone there, myself included, was SOOOOO depressed at Forman. And I hate to tell all parents reading this that might want to send their kids to Forman, I hear the new headmaster is very unpopular at Forman. Perkins was fantastic, everyone, myself included, liked Perkins, but I hear bad things about this guy
Well isn’t this interesting. I think that this new headof school is just what the doctor ordered for Forman. Having had many experiences with this school it has been clear to me that the new head is just what the school needed. This school charges a fortune and the kids who attend are just really wild and out of control and had been allowed to continue until the new head put down some REAL RULES! You have to remember that the students are children until they turn 18. They should not be drinking, smoking and getting drunk and the school will now not allow that behavior. The students need a person like him…he had brought back standards that were long overdue. If you don’t like this man, you don’t like rules and you are not serious about your education. I say cudos to the new head for standing up and trying to have the school live up to the glossy brochure that they use to entice desperate parents! Adam, we have your back!
I feel terrible for whatever unfortunate kid has the previous poster as their parent
I’m considering sending my daughter to an LD school, such as Forman or Landmark and would love to hear more student remarks . Anyone out there??
Hey Maria, I honestly don’t know much about Landmark school, but being a 4 year senior, let me tell you the good and bad about Forman
Good:
1. The kids are great, I’ve made my closest friends from Forman, and I hope to keep in touch with them for the rest of my life
2. I don’t know if your daughters into sports, but playing on the sports teams at Forman was a great opportunity I would have never had at my public school
3. The teachers are fantastic. They are all kind, down to earth people who really do care about their students.
Bad:
1. This may sound like whining, but trust me, every kid I’ve talked to agrees with me, Forman is far too strict. Your child will hate the amount of rules she will have to follow
2. Prepare for your child to be incredibly bored. This is just nothing to do on the weekends at Forman
3. I’ve heard nothing but negative reviews about the new headmaster
Graduate of ‘08,
It’s great that you wrote in and gave both sides of your perspective.
I’ve heard some positive things about new head. I’ve heard some say whatever the changes/rules he’s brought in are sorely needed.
With new heads there’s certainly the likelihood of changes. They won’t appeal to everyone.
So how has the first year after high school turned out? Like you thought?
Sanford,
I’m glad I was able to help out. I’m surprised to hear that you’ve heard positive things about the new Head. Like I stated earlier, I’ve talked to several kids that currently attend Forman and I’ve heard nothing but negative reviews, but I guess the parents like him
My first year has been a rough one. I honestly could not wait for college when I was attending Forman, but I guess I was wrong. The only upgrade is freedom, besides that, it’s been a major dissapointment. It’s just very different I suppose. At Forman you knew everybody, and you knew a lot about everybody. Believe it or not nearly a year into college and for me it’s still so strange to walk around the campus and not recognize 90% of the kids. I believe that will be a major surprise for any current senior in the fall
This may also be a bit of a surprise to any student reading this, but compared to college dorms, the dorms at Forman are very nice. The bathrooms at college are now used by 4x as many kids as Forman’s were, and I’m still getting used to living on the 5th floor
Finally, not to say there weren’t a fair share of knuckle heads at Forman, but I honest to God believe this, the students at Forman were overall all nice kids. That will all change in college. Just wait until your at a party and you run into a punk who’s drunk
08 graduate,
Re: Forman’s new head: You hit it right on the head, positives have come from a few parents.
Remember not all colleges are alike. If yours doesn’t satisfy you, you can always get good grades and look around at alternative schools.
I don’t mean to preach but try and get in the driver’s seat about your schooling. There’s knuckleheads everywhere but it’s your life.
“Believe it or not nearly a year into college and for me it’s still so strange to walk around the campus and not recognize 90% of the kids. I believe that will be a major surprise for any current senior in the fall”
Depends: I went from a large 5000 student high school in NYC and then onto a small New England college with about 2,000 kids. I loved the fact that within a year I felt like I knew a lot.
My son is currently a high school sophmore. He’s received special education services since entering public school for difficulties with reading and math, but it was just recently determined that he has dyslexia. Additionally, the test results show that he has dyscalculia, dysgraphia, and some attentional difficulties. He’s currently being tutored at the Dyslexia Institute of America, but I would like to enroll him in an LD school for his last two years of high school. We live in the NW corner of CT, so both the Forman School and Ben Bronz are accessible. My son currently has no interest in college (although I feel it’s because he doesn’t see this as a possibility for him considering his learning challenges) and Forman is a college prep school. He’d also be a day student, so there is the concern that he’d be an outsider as it’s a boarding school. He was also diagnosed as having Asperger’s Syndrome that was more pronounced in elementary school than it is now, but the right environment to make social connections would be a concern. I’d appreciate any advice on the best school to address the needs of my son.
Thank you!
Dear Susan,
It would be quite rare for someone to be both dyslexic and have Asperger’s Syndrome as they are in some ways, flip sides of the learning profile spectrum. I have seen some individuals who have non verbal learning disabilities, with some social weaknesses who also struggle with reading.
I’d want to understand your son more, and his testing results before offering any advice. You can contact me offline if you like for that purpose or there’s some folks in your immediate area who I would recommend to help you tease these things apart.
Thank you for your prompt and thoughtful response, Sanford! I greatly appreciate your offer to review my son’s test results and would like to contact you offline. Please let me know how I can reach you.
Thanks!
Susan
Susan, just click on my name on this page and it’ll bring you to my website with contact info
That’s easy…Thank you!
My daughter has just gotten into Forman. I am a former boarding school teacher and a former boarding school parent. I am interested to hear how students and parents view the faculty and staff at the school? When we visited I was impressed by the stated expectation for faculty engagement in the program. Is it sustainable? How does the school nurture the faculty so they in turn can nurture the students? Thanks.
Patti,
I love your questions: “Is it sustainable?” and “How does the school nurture the faculty so they in turn can nurture the students? ”
I spoke with Forman today and it sounds as though they are attempting to take some load (in terms of responsibilities) off faculty shoulders. At some boarding schools faculty are expected to teach, have dorm responsibilities and coach.
I’m interested to hear the responses you get.