The Southport School

We Change Lives Our students are... COMPASSIONATE RESILIENT …and they are BRAVE.

With a language-based learning disability or attention difficulties, school can be hard. Knowing that they can develop the tools to succeed reignites our students’ love of learning.

Since our founding over 35 years ago, The Southport School has provided a transformative educational experience for more than 3,500 students. 1 CONFIDENT 8th grade 8th 3rd grade – Deanna – Hensley while you learn.” you while “The days go by fast fast by go “The days because you have fun have you because “This school has taught me to me to taught “This school has I’ve learned that I am smart!” that learned I’ve have confidence in myself, and myself, confidence in have Ask student: a favorite is your What our thing about school? classroom and classroom

co-curricular activity, our expert faculty our expert co-curricular activity,

In this environment, our students become In this environment, They build life. for independent learners and optimism. They go on skills, resilience, and schools, in college, at their next to thrive take them. their aspirations wherever their full potential we Instead philosophy, of a one-size-fits-all each student how on understanding focus learns best. Then, into every every function and executive literacy integrate in scientific and grounded that are strategies educational research. here to unlock here Students come Students come 2 Ask a parent: What is your favorite thing about our school?

Serving up to 125 students in kindergarten through 8th grade

“Here my son can work on the skills he needs Hartford Ulster County Litchfield throughout the whole County Duchess County day because all the County CONNECTICUT teachers are trained to Middlesex support him. They know New London County the latest research and Putnam New Haven County County County they are constantly Orange assessing the students County so they can give them NEW YORK Fairfield the next challenge.” Westchester County County Rockland – Jenn Andreasson County parent of 5th grader Southport Students come from 35 communities Represented towns include Armonk, NEW Bedford, Bridgeport, Brookfield, Darien, JERSEY Fairfield, Greenwich, Milford, New Suffolk Canaan, New Haven, Norwalk, Old County Saybrook, Ridgefield, Trumbull, Weston, Nassau Westport, Wilton, and Woodbridge. Queens County County 5 SUPPORT FRIENDS

Ask a student: What are students like at our school?

“The kids here learn like I do, so everyone is rooting for you. I feel comfortable here because I have good Our school is friends and can transformative be myself.” – Drew There is no failure here because we focus on 6th grade strengths as a foundation for learning. Our faculty are passionate about educating students with learning disabilities. We empower students by teaching concrete steps for extracting, “Everyone here treats you analyzing, and understanding information. like a friend. I’m really Every teaching moment is another opportunity for students to discover more about how their happy I came here.” unique brains work. – Ryan Our students appreciate learning alongside 3rd grade classmates who share similar cognitive profiles. At The Southport School, they find a sense of belonging and community that they have never before experienced in school.

6 4:1 student-to-faculty ratio

100% of our teachers are trained in Orton-Gillingham, Lindamood-Bell’s Visualizing and Verbalizing Method®, and The Southport School’s Executive Function Coaching Program.

Ask a parent: What makes this a successful school environment for your child to learn and grow?

Educators who understand

For families, a profound weight is lifted when a child is being taught to his or her needs. Suddenly parents are relieved of the burden of educating educators about the implications of their child’s learning profile. Parents also are glad not to struggle through homework, trying to teach their children themselves. They quickly see how coming here renews their child’s self-esteem and “All the teachers here are excitement for learning. They appreciate the supportive experts in how my child community of other families who are on this journey. learns, and the other students understand too. That bonding with a supportive peer group is so important.” – Lauren Osso parent of 6th grader

9 EXPERTS CONNECTION – Abbe 7th grade 7th “At my old school, I was school, I was old my “At is part of all my classes.” is part of all my and lost a lot of connections of connections a lot and lost

pulled out of class every day day every of class out pulled because of that. Now, what I what Now, of that. because learned when I was pulled out out pulled I was when learned

Ask student: a your are What like? classes

We incorporate technology across the technology across incorporate We students to curriculum, encouraging them. what works best for discover instruction is embedded in classroom Technology and speech-to-text, with text-to-speech, as well as Smartboards™, apps, organization individualize We projectors. and LCD Apple TVs, eachinstruction for student as they apply these and authentic learningtools to novel tasks. Advisors are students’ biggest cheerleaders students’ biggest cheerleaders are Advisors of communicationand the cornerstones a one-stop resource They provide with parents. all aspects of the school to discuss parents for academics,experience—including extracurricular Advisors activities, and social-emotional growth. and also help students build self-awareness self-advocates.become strong like? school day reinforces teacher classroom Every in every and to build literacy the learning strategies on this consistency. study skills. Students thrive social studies, or art, students in math, Whether can trust that each their teacher understands Thus, students unique learning profile. can content while also expanding high-level access This creates skills. foundational an immersive in student growth that promotes experience subject.every What is our What 10 teachers like? What are your student: a Ask mistakes again andtry “All the teachers here really ifIlearn.” care because everyone is make learning fun.” “The teachers here “The teachers here It’s okay to make backing meup.”

CARING me.encourage – Michael 8th grade 5th grade 4th grade – Kenzie – Grace

Period 10 9 8 7 6 5 4 3 2 1 Lower School K–5th Grades Study Hall Co-Curricular Science Social Studies/ Lunch Math Writing Recess Snack Literature Tutorial* *  of difficulty. ofstrength in areas whileremediating areas year. Thisallows student ustochallengeeach throughout the groups changeasneeded grouped according toageandability, and their uniquelearning profile. Studentsare Each student’s class schedule isbased on looks likethis: schedule A typical these critical skills. these critical outofanotherclassone ispulled toget instruction andtargeted studyskills.No Tutorials provide direct,language-based writing classes. in tutorial,literature, and instruction of language-based depending onageandability, 150 minutesperday, Period 10 9 8 7 6 5 4 3 2 1 Upper School 6th–8th Grades Study Hall Science Lunch Math Humanities Recess Snack Writing Co-Curricular Tutorial* 13 5

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Students enjoy the fields and gym facilities of the 1 Wakeman Boys and Girls Club for physical education classes and for intramural and interscholastic athletics.

Pequot Library is a frequent destination for 2 research projects.

Some students travel independently to and from school 3 by train, using the Metro-North station.

Our Main Campus features two historic buildings, each 4 of which is fully renovated—The Pequot School (circa 1918) and the Southport Savings Bank (circa 1865).

5 Southport Center is a popular destination after school.

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TRADITIONS Traditions with swimming, games, swimming, with Day Beach Upper School Student Council promotes Council School Student Upper , Village and Sturbridge in Connecticut, in Massachusetts. outdoor enjoy School students Upper , in Connecticut, Jewell Camp at adventures the with City York New an annual trip to plus , a Service Project Opportunities Youth in leader recognized nationally service-learning. as Graduation at graders 8th the applaud We school. high into transition to forward look they School School faculty, community—students, school The entire the Jamboree in together and staff—compete Soccer teams and white blue , with Game Cup. Tavormina coveted the vying for Party Ice Skating festive the December, Each break. kicks off winter team our basketball in March, Day On Spirit the while Game in The “BIG” teachers plays on. them school cheers whole of school, students week During last the celebrate and a barbecue. The with involvement and community school spirit party Halloween all-school the as such projects and Thanksgiving luncheon. , Project School Kindness Lower the Through to local organizations partner with students place. a better world the make to such students take trips School field Lower , Art Museum Fairfield the as destinations

Athletics Our athletics emphasize skill-building, risks to build and taking healthy sportsmanship, integrate self-esteem We and a sense of achievement. education physical through athletics into our daily program teams. and intramural and interscholastic classes Fall: Soccer or Cross-country Winter: Basketball Spring: Cross-country Visual Arts Hands-on, multi-modal instruction introduces and watercolors students to all art forms—from Students gain and ceramics. sculptures pastels to wire and approaching themselves expressing confidence from individual way. each task in their own

Our co-curricular programs offer many many offer Our programs co-curricular self-expression, creativity, for opportunities Our and teamwork. confidence, recently renovated Building Arts, Music, and Movement kinetic learning that promote spaces has flexible students can where engage their experiences whole selves. Co-Curriculars

Our to instrumental approach multisensory and vocal education cultivates an appreciation It also and movement. music, performance, for connections to literacy cross-disciplinary nurtures function. and executive Music 16 School’s success? for TheSouthport What isthefoundation ofSchool: Head our Ask scientific breakthroughs and “We believe wholeheartedly decipher, anduse language. students andwe areexperts know morethan ever about how humanbrains acquire, best serve them. Thanksto

RESEARCHcerebrodiverse learners.” educational research, we to recognize andsupport in the research onhow to in the ofour capabilities We blaze can new trails – Dr. Powers Benjamin

emerita atTowson University inMaryland. who isaprofessor in matheducation Bamberger, expert anationallyrecognized This workisacollaboration withDr. Honi literacy programs inmathematics. tostructured currently noequivalent thereconceptual numeracy is because diagnostic approach tostrengthen We are developing amultisensory, Developing Numeracy with language-based learning disabilities. learning with language-based Boston University, whofocuses her research onchildren Sciencesat andHearing Professor Language, inSpeech, with professional musiciansandDr. Jennifer Zuk,Assistant information processing. Thisworkisacollaboration impact suchskillsasphonemic awareness and to education ofmusic effects on thenonmusical musicinstruction appliesthelatestresearch Our That Promotes Literacy Instruction Music School. Medical Hospital-Harvard inNewSchool ofMedicine York, andBostonChildren’s trained atJohnsHopkinsHospitalinBaltimore, MountSinai neuropsychologistHeitzman, aConnecticut-based who This initiative isacollaborative partnership withDr. Tim howstudents see theseskillsdirectly impactlearning. to discuss executive functioninginevery classroom tohelp concrete andactionable. We useacommonlanguage signature curriculummakesexecutiveOur functioning Executive Coaching Function to improve trajectory. ourstudents’experience andacademic TSS leaders isatthefrontier ofcollaborating witheducational We are innovators 19 VISION

Evidence-based Dr. Benjamin intervention works Powers Head of School, We only use pedagogical approaches that are grounded in scientific and educational Educator, research. Most literacy curricula place a heavy emphasis on overall reading comprehension while Up to 92 % of Researcher, neglecting foundational reading skills. beginning readers with 100% Thought Leader Structured literacy programs break down the learning disabilities process of reading into smaller, concrete steps. will achieve grade- The Orton-Gillingham Approach, which has been level reading skills, 90% widely validated over the past 80 years, outlines multisensory, sequential, and explicit instruction depending on the age that connects letters and sounds. The Lindamood- of identification and Bell Verbalizing and Visualizing Method® is an access to evidence- internationally acclaimed program that develops 80% the ability to visualize imagery based on language. based instruction. Concept imagery promotes comprehension and critical thinking. 70% All faculty at The Southport School are trained in structured literacy instruction. Theresa Collins, A significant number of a full-time member of our faculty, is a Fellow with individuals have both the Academy of Orton-Gillingham Practitioners language-based learning disabilities and ADHD. 60% and Educators. She provides ongoing training and Throughout his career, Ben mentoring for faculty and also leads groups for has championed evidence- Fellows in training. Approximately 33% of individuals with dyslexia based approaches that may have co-occurring anxiety 50% recognize individual and ADHD. strengths, promote independent thinking, ADHD diagnoses are up by develop self-esteem and 53% over the last decade. 40% self-advocacy, and fuel academic achievement.

Dedicated to his work in research and advocacy 30% organizations, he continues to link TSS with leading- 7%–12% of Americans are edge approaches and the estimated to have dyslexia, the latest research in the field of most common language-based 20% learning and attention issues. learning disability. He is Director of the Haskins 11% of children are estimated Global Literacy Hub at to have ADHD. 10% Haskins Laboratories, which is an independent research Less than 5% of U.S. students center formerly affiliated receive specialized education with Yale University and the services for a reading disability. University of Connecticut. 0% Ben is a regular speaker at conferences, Chair of Scientific Symposia for The Dyslexia Foundation, a Technical Assistance Provider for the Center on Improving Literacy, and Founder of The Southport CoLAB. 20 Ask a parent: How has our school benefited your child?

“Before coming to The Southport School, Sarah didn’t believe she could do Connecting research what other students could. School and homework to the classroom

brought tears daily, which The mission of The Southport CoLAB is to integrate was heartbreaking. Coming research, practice, and advocacy to effect positive outcomes for people with learning and attention here brought about a issues. By collaborating with like-minded organizations complete turnaround. After and experts in the field, we provide the highest-quality programs in training professionals, educators, and families. school Sarah would say, ‘This was the best day ever!’ Led by Southport School teachers and collaborators, we currently offer three specialized training programs: This school gave Sarah the Structured Literacy: Orton Gillingham, Executive confidence and skills to figure Functioning, and Assistive Technology. Parents, teachers, and administrators are invited to learn more out new challenges. about how we can work as a community to impact the Now, she devours books, she nearly 1 in 5 students with learning and attention issues, including the 1 in 10 with dyslexia in our schools. loves to write, and she gets straight A’s in 7th grade at We work with leading researchers, university organizations, and research centers to facilitate a St. Mary School.” critical dialogue between teachers in the classroom and researchers who study how people learn. Thus, – Kristen Caruso we incorporate the latest research findings directly Parent of alum who attended into Southport School classrooms. Our partners The Southport School include Boston Children’s Hospital, The Dyslexia for 3rd-5th grades Foundation, Florida Center for Reading Research, Florida State University, Harvard Medical School, Haskins Laboratories, International Dyslexia Foundation, Massachusetts General Hospital, South

BEST DAY by Southwest® Educators, University of Connecticut, University of Houston, Vanderbilt University, and Yale University. EVER 23 PREPARED – Piper 8th grade, grade, 8th for 3rd-5th grades 3rd-5th for level and had the study study and had the level “When I transitioned to to I transitioned “When the first week, the math the math week, first the be ahead of me. Then in Then of me. be ahead middle school, I worried school, I worried middle skills that I needed to do do to I needed that skills class covered things I had things covered class that other students would would students other that I left, I could read at grade at grade I read I left, could already learned. So I knew Soknew I learned. already attended The Southport School The Southport attended I was well-prepared. I could well-prepared. I was learning about everything.” everything.” about learning barely read before I came before to read barely The Southport School. When School. When The Southport well in middle school. I enjoy school. I enjoy in middle well Ask a student: wasWhat the to your transition school like? next Schools our alumni have recently Schools our alumni have to include: transitioned Schools of Connecticut Public Darien, Fairfield, New Redding, Canaan, Monroe, Wilton Westport, Weston, York Schools of New Public Remsenburg Lewisboro, Connecticut Private Day Schools Schools, WaterburyChase Collegiate Easton Day Country School, Easton FairfieldCountry School, Fairfield Day Fairfield School, Fairfield Prep Stamford Heywood School, King Low Lauralton Hall, Milford CanaanNew Canaan Day Country School, New High School, Trumbull St. Joseph’s Canaan School, New St. Luke’s School, Fairfield Unquowa Norwalk Winston Prep, School, Ridgefield Wooster Schools Boarding CT Cheshire, Academy, Cheshire MA Ashburnham, Cushing Academy, The Eagle MA Hardwick, Hill School, CT School, Litchfield, Forman NY Wales, School, South Gow Harvey NY School, Katonah, CT Indian Mountain School, Lakeville, Marvelwood CT School, Kent, Depot, CT Rumsey Hall, Washington CT Salisbury School, Salisbury, VT School, Stratton, Mountain Stratton VT River, Saxtons Academy, Vermont go on to attend go on to attend independent or parochial schools parochial 60% of TSS students 60% of TSS length of enrollment. Three years is the average is the average Three years

school. a transition are We public schools go on to attend go on to attend

From the first day students arrive, we are thinking we are arrive, students day the first From schools. Our their next to goal is about the transition students to learn,to prepare self-advocate, in and thrive that fits their academic, school setting social, a traditional about this dialogue start a formal and emotional needs. We year. final child’s milestone in the spring prior to your to next schools to next Transitioning 40% of TSS students 40% of TSS 24 Jake Sussman Diana Bondy Ask a Super Power Gwinnett County Public Schools parent: Consulting “Eagle Hill saved my life. During my four years at TSS, I Jake Sussman was our first-ever developed the confidence and strategies necessary to work What was commencement speaker for with my learning disability. It is the graduating 8th graders. He because of the teachers here that your child’s just founded his own company I learned how to read, do math, transition to called Superpower Consulting, manage my time, and develop a mentoring firm that empowers friendships—all foundational skills their next LD students. Jake tells his story necessary to success in the real and struggle with learning world.” –Diana Bondy speaking at school like? differences through his our 2017 annual Potluck Supper passionate penned poem, “The to current parents. Diana recently Forgotten Child.” After attending TSS relocated from NYC to Atlanta and from 2008 to 2010, Jake attended The is currently the school psychologist Forman School, University of Hartford, for elementary-aged students for and Roger Williams University. He lives Gwinnett County Public Schools. in Westport, Connecticut. Diana was at TSS from 1995 to 1999. She graduated from The Harvey School, Wheaton College, and earned two master’s degrees at Columbia University and Fordham University. Liz Toomey Our graduates “Piper came into The Taylor Communications Southport School feeling “Looking at my life now, there are make us proud. two major things that I learned from beaten down, and my time at TSS: 1. Being ‘different’ she came out ready to was not a bad thing. I embraced it. 2. My struggles in school helped Nick Piliero conquer the world. This me to develop a really strong work RSM US LLP school truly cares about ethic.” –Liz Toomey speaking at our 2019 Potluck Supper. She lives in Accounting was the most direct students succeeding NYC and works as a merchandiser career path for Nick Piliero after he attended TSS from 2004 to 2007 and takes a completely for Taylor Communications. She was a student at TSS from 2001 to 2003, and graduated from The Forman different approach to then graduated high school from Westport Public Schools School. He secured a BS and MBA in Accounting, both at Sacred learning. Piper has been and received a degree in Marketing and Global Business from Manhattan College. Heart University. He currently is back in public school a supervisor for RSM US LLP in Stamford, Connecticut. for three years now and she is excelling. She Matt Crape StoneRidge Development has the confidence to Kathryn Tansill ask questions when she Matt Crape recently returned to the Fairfield County area with his wife and two children as a partner of StoneRidge Wilton Riding Club, doesn’t understand, she Development. Matt Rollins College gets A’s in classes, and a attended TSS from 1996 to 1998 and graduated Congratulations, Kathryn Tansill teacher has even asked from Fairfield Prep. He is a on your graduation from the Purnell School, an all-girls her to be a homeroom graduate of the University of New Hampshire with private school in Pottersville, helper to mentor other a degree in Business New Jersey. She went there after attending TSS for two students in math.” Administration and Entrepreneurial Venture years from 2014 to 2016. This – Sarah McDonald Creation. Welcome back to summer she’s a counselor the neighborhood, Matt! at Wilton Riding Club and is parent of Piper preparing for her freshman year of college at Rollins in Florida. 27 SUCCESS 29 Intelligent and creative, with untapped and creative, Intelligent potential Diagnosed with language-based learning disabilities, Dyscalculia, such as Dyslexia, Dysgraphia, or Language/ReadingAuditory Processing, Comprehension skill deficits with Diagnosed with ADHD, Inattentive/impulsive Functioning Challenged with Executive Without significant social or emotional needs Inquire (online or by phone) or by (online Inquire Parent visit application completed Child’s testing submitted neuropsychology Child’s (private and/or public school accepted) interview Student in-person school visit Student all-day decision (within two weeks visit) of final Admissions and accepted, to tuition deposit required If admitted secure placement. A TSS student is… student A TSS • • • • • •

Admission Process Admission your to find out if our school would benefit The best way about your child is to call an open conversation us. Through if our experiences, we learning and can assess profile child’s we your child. school is a good fit and how can serve steps: Admission 1. 2. 3. 4. 5. 6. 7. 8.

– Drew – Davis – Seiler 5th grade 5th 7th grade grade 7th 3rd grade how I learn.” how chapter books.” books.” chapter “Learning so much “Learning year, I was reading reading I was year, makes me feel smart. me feel makes read. At the end of the of the end the At read. makes me feel proud.” me feel makes “At the beginning of my of my beginning the “At I have strategies now for for now strategies I have first year here, I couldn’t I couldn’t here, year first “They teach in a way that that in a way teach “They

PRIDEAsk a student: has our school How benefitedyou? 80 students entering grades K-9 enroll in in enroll K-9 80 students entering grades or two-week All five- each year. Summer Programs of hands-on, dynamic learningby taught are sessions faculty. our expert 500 people annually attend our free Community our free Community 500 people annually attend localLecture Series, where and nationally recognized in the learning disabilities their expertise share speakers experiences as adults with LD. field or their The Southport School admits students of any race, color, national and ethnic origin to all the origin to and ethnic national color, race, of any School admits students The Southport students to available accorded or made generally and activities programs, privileges, rights, origin in and ethnic national color, of race, basis on the not discriminate school. It does the at programs, and loan scholarship policies, admissions policies, of its educational administration programs. school-administered and other and athletic

outcomes. This includes offering teachers teachers offering outcomes. This includes educational partnerships to promote literacy educational literacy to promote partnerships The Southport CoLAB engages in a variety of 400 children from pre-K to 3rd grade have have grade to 3rd from pre-K 400 children benefitedreading the free from screenings professional development locally development and nationally. professional we offer by partnering with local school districts. we offer

The Southport School is NOT Lindamood-Bell Learning Processes, nor is it affiliated with, certified, with, nor is it affiliated Processes, Learning Lindamood-Bell School is NOT The Southport Lindamood, Nanci Bell, Phyllis Lindamood-Bell, by or sponsored monitored, licensed, endorsed, and implementing creating organization international Lindamood-Bell—an Lindamood. or Pat and language advance to intervention quality for and programs methods unique instructional School. The Southport by services the provided or monitors endorses no way skills—in literacy Our vision is a world where people with language-based learning differences and ADHD are embraced for their Ourfor their people language-based with is a world where vision embraced learning and ADHD are differences in best educational and current to training practices access have all teachers and where and potential, strengths a thought leader to be in as part of our mission students, we take our impact for a lifelong to having In addition research. educators, to support a variety we implement support this vision, of programs To the learningengaging disabilities community. community. the broader and students in parents, The Southport School Vision School Southport The 28 Our mission is to provide transformative experiences that have lifelong impact for our students, as well as thought leadership that engages the learning differences community.

The Southport School 214 Main Street Southport, CT 06890 203.254.2044 SouthportSchool.org