Guilford Woman Magazine for the Women of Guilford County NC

by Debbie Faircloth Photo by Tim Talley Photography
As The Piedmont School celebrates 28 years as a learning institution for students with learning differences, learning disabilities, and/or attention deficit (hyperactivity) disorders, Director Dorie Sturgill is proud to credit her staff—the factor she believes truly helps to define The Piedmont School’s success. “All of my staff members are valued parts of our school whose ultimate desire is to help all of our students reach their full potential. They possess the true passion of working with our unique students and helping their dreams come true.” Founded in 1982, The Piedmont School is a place where children who are struggling in a traditional educational environment can achieve their learning potential. Since its beginning at St. Mary’s Episcopal Church in downtown High Point, more than 2000 students in first through eighth grades have attended the school’s full-day and half-day programs. The Piedmont School is accredited by the Southern Association of Colleges and Schools, the Southern Association of Independent Schools, and the North Carolina Department of Public Instruction Non-Public Special Education Program. A traditional summer school is offered to focus on language, reading, math and study skills. Summer testing can determine learning variations, plan individual educational programs, and assess growth. One-on-one tutoring and academic coaching are also available for students of any age during the school year, and/or during the summer session. “We are a true team of professionals and experts. I tell our parents that we ‘talk about’ their children. The openness and willingness to work together for the betterment of the children is very present. Because each member has the opportunity to have a voice in how we create our school culture, we all become stakeholders in the school and its success. The ultimate winners are our students.” Dorie’s philosophy in creating self-esteem for her wonderful and unique students comes from her own experience as a mother of an LD/ADD child who is now 24 years old and a successful adult. For Dorie, failure is not an option. Her enthusiasm is contagious and is reflected throughout each member of her staff. Jane Bovender, now in her ninth year at The Piedmont School, believes that every child can learn and deserves the opportunity to learn. It’s her job to discover how to help them learn and to provide that opportunity. “The Piedmont School understands the needs of children with different learning styles. The staff is always comparing notes and helping each other ‘think outside the box’ to help our students set and achieve goals. The luxury of smaller class sizes is a plus! “One of the greatest roles we play at The Piedmont School is that of encourager! Some of our students come to us beaten down emotionally and have very low self-esteem. I love to watch them come alive as they discover how awesome they really are and how much potential they really have.” Deneane Davis is a national board certified teacher in literacy. She was motivated to work with struggling students and to differentiate for them in the classroom as the result of having a brother diagnosed as LD at an early age and watching her parents agonize over homework and stacks of his papers sent home from school with big red Xs and Fs. She appreciates that The Piedmont School has very few barriers to teachers’ maximizing instructional time, and that 90 % of their time is actually spent working with students. “We make the curriculum fit the child. The Piedmont School allows us to problem solve and to make the best decisions for each individual student. Teachers have a voice, and our ideas are respected. We focus and celebrate academic and social growth as opposed to levels. As a result, our students are inspired to work hard, and they love to come to school. “So many of our students come to The Piedmont School from a system that communicates that they are failures. It is especially rewarding to see them gain back their self-esteem and to help them discover a love for learning again.” A native of Georgia, Susan Heard taught in public and parochial schools in Florida and Tennessee before coming to The Piedmont School in 1990. She credits the school’s unique learning environment to the highly structured, individualized program, and low student to teacher ratios. “Each student is allowed to work at his/her own pace to accomplish goals which are determined based on the individual’s ability, learning style, and specific learning differences. This enables me, as a teacher, to raise my students’ performance to meet their potential.” Kelli Saenz is a trained Reading Recovery teacher who worked as a tutor at The Piedmont School before joining the staff. She advocates bringing parents into a child’s academic experiences---viewing them as partners in the process. “Everyone’s path to success does not have to be the same—it’s the outcome that matters. Students should not be penalized because they need different paths. I believe in scaffolding students toward success, and then slowly taking away the support, so that eventually they are succeeding independently of help.” Teacher Megan Cotterman brings a degree in Inclusive Childhood Education to her students as well as family experience. Having a brother-in-law with Central Auditory Processing Disorder who received undergraduate and graduate degrees before pursuing a career in government service, provided her with a personal example of how someone with a learning disability can not only survive, but succeed. “I believe that all students have the ability and right to learn in the way that best suits them. For some students, that may not be in a traditional classroom setting with a particular curriculum. I believe that we have to meet students where they are, and make education work for them, instead of the other way around.” Rebecca Pettit-Williams is in her first year at The Piedmont School and in her 6th year of teaching. She is a graduate of Penn State, was instantly attracted to The Piedmont School and felt safe and truly cared for when she came to work at the school. She could easily identify with the students. “All the faculty and staff are 100 % dedicated to helping these students in every subject, every day. There is no one here that I feel I couldn’t talk to, or that wouldn’t help me. “Every student has greatness inside of them. I believe that every student—if they feel safe, and given time, will find that greatness. It is my role as an educator to support and guide these learners in the process.” Amy Timmons became a Special Education teacher as a result of being the parent of a child who struggled with learning differences. Her experiences allow her to relate on more than one level to both her students and their parents. She knows their challenges because she is living them as well. Approaching each day with an open mind and sense of humor, Amy always looks for new and creative ways to deliver instruction. “The Piedmont School offers our students an atmosphere of acceptance. We are trained not only to teach our students, but to create a safe environment to learn, and more importantly, make mistakes. Parents know their children best. I welcome any information that parents can give to help me better serve their child. It is essential that we work together as a team to help students reach their full potential.” Veteran educator Marilyn Stewart chose to teach at The Piedmont School after retirement from 30 years in public school. She appreciates a learning environment that features core classes with only five students and the ability to stay on a concept until the student truly understands. “This is the way teaching should be—with a very supportive administration and students who want to learn, and are excited when they do learn. You feel you are making a difference for the students, although in reality, they are making a difference in your life.” Emilie Crosby is a Language Arts elementary and middle school teacher. Having an older brother with a speech impediment and learning differences led her to become more aware of the special needs of some students. She recalls that because of his learning differences, her brother was not treated fairly by his school or his classmates. He also struggled with confidence and motivation. A writer herself who loves to share the craft with others, Emilie enters her middle school students in the Daughters of the American Revolution essay contest and has had local winners each year. Alex Porter, a seventh grader, became the school’s first ever District 5 winner. Requiring research and a 600-word essay, the contest has pushed her students to write more than they ever thought they could. “Students with learning differences can often feel insecure and can say negative things about themselves. I love taking students from one place to another in their learning. My students are each unique in their own ways, and they all have different areas in which they excel. It’s so important to set high expectations for each student, and it’s a must to stay positive.” The Piedmont School’s daily core program consists of three hours of intensive instruction in word study, language arts, and math. Core class sizes range from 3 to 5 students per teacher, which offers an alternative to learning disabled programs in traditional school settings, where teachers often use a broader base of instructional techniques and can work with up to 12 students in a class. Students also receive instruction in science, social studies, art, music, drama, computer and physical education. The school has a media center and outdoor play area. The Student Council encourages community involvement. Guest speakers and both local and overnight field trips (including visits to Atlanta, Washington, D.C., and Space Camp in Huntsville, Alabama) are integral parts of the curriculum. Dorie and Assistant Director Beverly Lee support the staff by providing staff development, curriculum support, and training in the school’s specific curriculums; writing Individualized Instruction Plans; conferencing with parents, approaching and getting parents involved with their students; conducting researched-based methodologies; and encouraging open discussions in creating The Piedmont School environment. Dorie is particularly grateful when alumni return or contact her to share college acceptances, undergraduate and graduate degrees obtained, and workplace successes. “Teaching children to read is of great importance, but as important as teaching reading skills, is helping to develop children’s self-confidence and resiliency. If you can create that ‘never give up’ confidence in children, they will fly.”