Our Approach

This is a most important question, both for the family and for our school. Our mission is to teach students who learn differently how to learn, how to become independent, and how to become successful. Therefore, our school and our teaching are focused on addressing learning differences such as ADHD, dyslexia (i.e., specific reading disability), auditory processing deficits, specific math disability, certain nonverbal learning disabilities, and others. Before coming to our school, children often show frustration when reading words, comprehending what was read, solving math problems, trying to keep up in class work and/or homework, taking notes, working independently, and paying attention to directions.

Each student who is a prospect for our school is required to participate in admissions testing. This testing helps us to determine if the child demonstrates:

* average to above average intelligence
* academic difficulties or a real risk of future learning difficulties
* one or more underlying causes of learning difficulties, such as differences in the processing of certain types of information (such as visual or phonological information) or significant organizational difficulties
* a general performance and attitude which suggest congruence between student learning style and de Paul teaching style

Our school is not suited for individuals whose difficulties are primarily due to behavioral or emotional concerns. Our school's challenging course of study is best suited to those of average and above average intelligence.

Our entire school is designed intentionally for the purpose of teaching bright students who learn differently. Everything about the student's daily school experience (curriculum, schedule of classes, courses which he takes, manner in which lessons are presented, materials which faculty use in their classrooms, disciplinary techniques, study skills, and school culture) declares "de Paul." We have developed our own textbooks, teaching materials and student resources for Language Arts and Mathematics instruction and those have received national acclaim. Visitors to our school may observe over twenty classrooms during their tour, but every single room will be characterized by:

* high levels of organization and diligence
* keen attention, from the students and from the teachers
* hands-on activities which help student best understand new concepts
* engaging discussions with eager participation from the students
* calm and respectful behavior

Each faculty member receives extensive and ongoing professional development to enhance her individual ability to present the de Paul difference.

The average length of enrollment at de Paul is 4 years. However, it is important to answer this question with an eye on the individual, rather than the average.

Each child's learning style and each child's particular collection of strengths and weaknesses must be considered. Some students may need an increased about of time to build fundamental skills in Language Arts and Math: those key concepts which must be mastered before the student can handle more difficult material. Other students with exceptional difficulties associated with distractibility and disorganization may need more time to learn and apply study skills. Other students may require only one or two years to polish skills that were relatively stronger when they first enrolled at de Paul.

Many students spend their entire elementary and/or middle school careers with us- despite our recommendation that they may be prepared to leave- because their families find this to be an ideal situation for their youngsters. Our curriculum and techniques are ideal for preparing students for high school- including those whose skills have reached or exceeded grade level.

Our staff is highly regarded for its communication with families. We enjoy regular conversations with parents about their children's progress, continued areas of need, and recommended best times for transitions to other schools.

As an independent school, The de Paul School creates its own school year calendar which guides us in realizing our de Paul goals and obligations. Because most of our students have siblings in other schools throughout the region, we do try to present a calendar which is closely aligned with those other schools. We are mindful to avoiding scheduling conflicts within families' households, especially when scheduling major breaks (e.g., spring break and holiday breaks). There are, nevertheless, differences in our calendar which allow us to advance our instructional rhythm and secure sufficient professional development time for our faculty and staff.

Yes, if they are on the same academic level. All students with specific learning differences need a structured, multisensory, attention-based approach with plenty of opportunities for practice and reinforcement. Therefore, students with different reading skills may work very well together in Math or Social Studies. However, a student with dyslexia has needs in Language Arts that a strong reader does not. This is why, within each age level, our school subdivides students according to their educational needs for each subject area.

We feel the term "learning difference" best refers to the specific learning profiles which require the type of "educational difference" which de Paul offers. Factors to consider:

"Learning disability" unintentionally implies that the student cannot learn well, in general. This is certainly not true of our students! The term is receiving criticism by many researchers, due to this negative message. "Learning differences" is becoming a commonly-used phrase in the field in general.

We do not want to imply that a student who is enrolled at de Paul is automatically eligible for state or federal services. de Paul does not use state or federal diagnostic guidelines for learning disabilities. Such criteria do not always identify students with milder academic needs, although these students require a teaching difference to succeed, as well.

"Learning disabilities" may not apply to students with severe organizational and attention difficulties, such as those related to ADHD. de Paul's structured program does address the needs of such students.

"Learning disabilities" emphasizes troubles; "learning difference"emphasizes potential.

Our school does present a formal athletics program, with over one-half of our students participating in one or more teams: basketball, cross country, field hockey, golf, volleyball, and tennis. Practices are typically held after school. We compete against local public, parochial, and independent schools. Our Huskies are quite competitive, and they represent our school well.

We do not offer an after-school program at this time. We do have excellent relationships with some local after school providers, and can relay to you their contact information.

We're proud to report that local high school personnel speak highly of our de Paul alumni. As one local administrator recently shared, "No school prepares its students for the academic and organizational demands of high school and no school nurtures better citizens than The de Paul School." Over 95% of our students are accepted into their high schools of first choice. This year's 8th grade class will attend nearly 20 different local public, private and parochial high schools. Many are enrolled in honors and advanced placement classes.

Our school board and administration frequently discuss the cost of tuition and families' abilities to afford de Paul. We recognize that it requires a substantial sacrifice from families. At the same time, we believe that the investment in a child's education is one of the most positive and longest-lasting commitments we parents can make... especially for a child whose difficulties in school have also become personal and family challenges.

Our school is committed to providing individualized attention and smaller class sizes which most other schools cannot offer. That requires a greater number of faculty and staff than other schools of our size would employ. Nearly 85% of our annual operating budget is directed toward our personnel.

Our school is committed vigorously to providing financial assistance to eligible families. Through the kindness of donors and hard work of our board and staff, we have been able to award over $300,000 in financial assistance to nearly 1/3 of our families each of the past few years. We also encourage families to contact local groups such as School CHOICE Scholarships, for information about tuition assistance. Student loans are sometimes a good avenue which families access to help afford de Paul.

Families often ask if de Paul's tuition is tax deductible. As we are not qualified to provide tax or accounting advice, we recommend that families speak directly to their accountants or tax preparers.

Simply stated-Call us at 502-459-6131 and schedule a visit. Let's meet and talk about your child. Tell us about your son or daughter, and feel free to voice your concerns about next school year. We'll do our best to answer your questions and we'll share openly with you what we believe we can do to help. We'll walk about the school, so you can see the teachers and staff. You'll see our classrooms in action (if you visit during the school year) and see the many elements of our school which have made us so successful for 40-years. Give us a call and thanks for visiting our website.