The Gow School Viewbook 2017

A college-prep boarding and day school for students with dyslexia and similar language-based learning differences

Rethinking Learning, Reigniting Lives

Students with learning differences come to Gow to learn differently—and better—than they ever have before.

The heart of our success is Reconstructive Language (RL), a research-based, time-tested methodology that gives students the tools to learn.

But there is more to the way we reimagine learning than RL. The entire Gow program is structured to fit individuals and to bring out their potential. Students grow dramatically in overall achievement, quiet confidence, engagement, and maturity. They hit the ground running and never stop—rediscovering the joy of school and the thrill of dreaming big. No wonder they find success in college and career.

Our committed teachers understand their students. Our students understand each other’s challenges, because they’ve faced them, too. And our inclusive community meets those challenges head-on. At Gow learning is rethought, fuses are lit, and lives are reignited together.

“We knew our son had academic talents, but he was being underserved in the typical school environment. A year later,

He is thriving and learning to read. Gow’s proven strategies have made all the difference.”

–parent

8.

Executive Function Coaching (EFC).

One-on-one help gets students organized and on track, as necessary.

place 10. Atogreat call school.

7.

Our beautiful, wooded 100acre campus in Western New York is easily accessible by air to nearby Buffalo.

9.

Getting your old self back‌

and finding an amazing new one.

The right technology tools for the job.

Gow provides and loads laptops for each student. Assistive technology, such as Kurzweil text-to-speech, Dragon speech-to-text, and HoloLens Project, enhances learning.

6.

Faculty dedication.

Teachers who get you—and give their all.

5. Creative juices.

Gow unleashes talents hidden by dyslexia, from science and engineering to art and music. State-of-the-art (and science) facilities include a CNC machine, 3D printer, and recording studio.

4. College success.

100% college acceptance plus the skills to do well there.

3.

United States of Gow. A community representing 27 states and 16 countries, joined together in all arenas of school life.

2. RL.

Similar to OrtonGillingham but focused on older students, RL is Gow’s signature and proven language remediation program, integrated throughout the curriculum.

Doing everything without missing anything.

Gow pulls students up, not out. They don’t miss out on class for extra help or EFC. They don’t miss out on sports, clubs, or performing arts because of tutoring or grades. They don’t miss a thing. Period.

Teaching As If Their Students’ Futures Depend on It

Because They Do

Gow teachers are exceptional. They know RL, their field, and their students—and how to draw the best out of each one.

With class sizes of three to seven, faculty can adjust their methods to individual needs and raise expectations as students meet them.

Gow teachers are extraordinary outside of class, too. They supervise sports, clubs, and dorm life; advise formally and informally; and lend a helping hand or a friendly ear, as needed.

These impressive educators view teaching as their calling and students as their partners in learning.

Students sense this commitment and credit faculty in their successes. When students come to love school again, it is largely because they love and respect their teachers. When they reach for a brighter future, it is Gow teachers who put it within their grasp.

Brad Rausch ’95

Science teacher Brad Rausch is also an alumnus. In fact, he teaches at Gow because he attended. “When I got to college, I realized how much Gow had supported me, how much I’d learned to support myself. I wanted to give back what Gow had given me.”

What he gives is his love of science (he has degrees in biology and science education) and helping dyslexics like himself.

For Brad, the two fit naturally. Science allows students “to experience, manipulate, and figure out things. The dyslexic mind works better that way. A lot of these kids thrive with hands-on learning, and I enjoy teaching them. I know where they’re coming from, and I know tricks to help them.”

Brad’s tricks aren’t limited to the lab. He also “teaches” when he’s leading outdoor education or sharing meals with his two families—his nuclear one and Gow. “There’s a deeper relationship between teacher and student here. We may talk about an upcoming quiz or doing laundry.”

Either way, he’s helping students prepare for their future.

“ At Gow the teachers are with you every step of the way.”

– student

Gow United

Before coming to Gow, many students think school is an uphill battle. When they arrive, they discover it’s a level playing field, where the sense of equality and belonging is strong and immediate.

Govians come from all over the globe and have interests all over the map, but they form one community, bonded by common trials and shared triumphs. Students, faculty, and staff understand dyslexia’s challenges and support all who are conquering them.

They support one another outside of academics, too. Thanks to extracurricular and residential programs that get everyone involved, students try new things, celebrate each other’s achievements, and make lasting connections with peers and mentors.

With empathy and enthusiasm, students nurture the community, welcoming new members as they themselves were welcomed. A ninth grader describes “the Gow family as not just the students next to you, but new friends who turn into brothers and sisters.”

The Gow Community Club hockey players Devon and Taylor encourage Josh (from Cayman) to try it for the first time.

Kiki enjoyed acting in Gow’s production of Love Sick so much she joined the International Thespian Society Troupe.

Campbell loves the new hot sauce bar and is determined to try them all.

Vito wants Jackson to compete in this year’s annual MLK chess tournament.

Student body

155

30%

students of color

students

100%

2 7 1 6

play a sport, join a club

states countries

5

continents

100% know 100% of their fellow Govians

90% boarding

Nick is Luc’s “big brother” and likes to check in with him while skiing together on Wednesdays at Holiday Valley.

95%

return each year

10%

100%

day

college-bound

4:1

student-faculty ratio

Faculty

41

full-time teachers

70%

advanced degrees

14 years at Gow (avg.)

7 Gow alumni

90%

live on campus

100%

involved outside class (dorm parents, coaches, club sponsors)

100% trained in RL

Expressing

Newfound Voices

with Quiet Confidence

Students who struggle with language can find it hard to be heard.

Intelligence and talents remain dormant, unspoken. Parents know their children have something to say but not how to bring it out. Students often only know frustration.

By improving their reading, writing, and speech, Gow students find their voice and their own meaning. They also find they can express themselves in different ways—in art and engineering, through sports or theater, as classmates and leaders. They uncover strengths and wrestle with weaknesses, tasting success, sometimes for the first time. They grow in self-esteem as well as self-expression, but it’s understated. Govians know that their success need not be at others’ expense and that each person’s achievements belong to all.

At graduation, all seniors deliver eloquent speeches that say what they’ve wanted to say all along. They head to college with a quiet confidence that they will do well and a voice loud enough to advocate for themselves.

The Giardinis His parents knew Stone was dyslexic at an early age. At 9 he didn’t know his alphabet.

According to Kathy, “It’s night and day. Until second

He felt different from the other public school kids.

Two children with different experiences but similar results. For the Giardinis, Gow has

Above all, he wanted to read.

Stone came to Gow’s summer program before fourth grade and to be a boarder in sixth. It made a huge impact. “Our son does really, really well now,” describes Kathy. “He had no self-esteem before. Now he may be a little overconfident.” Having played five sports and been an RA for three years, “he even stands taller,” she says, “but he never boasts.”

Sister Gia came to Gow for ninth grade.

She, too, had struggled with reading and spent after-school hours on homework and tutoring, rather than activities she loved. Now she enjoys dorm life, weekend trips, sports, and outdoor ed.

grade she was spunky. Well, she’s got her spunk back.”

been “the best thing ever.”

Structured to Fit Life at Gow is packed. From academic classes to study hall, after-school sports to tutorial time, students are usually busy and never bored.

Having such an organized schedule helps them get and stay organized, while house jobs and leadership opportunities develop a sense of responsibility.

Within this structure, however, Gow life is tailored to fit. Students’ programs are designed around what is best for each individual, including extra help such as Executive Function Coaching. Faculty are free to teach in ways that suit their and their students’ styles, maximizing each classroom experience. And though boarding life doesn’t include much unprogrammed time, there is plenty of room for fun and friends. Whether playing sports or instruments, joining a club, or taking a school trip, our students get involved, enjoying the richness of Gow life in their own way.

A Day in the Life of...

Helena Whittaker Grade 11

6:40 am Alarm clock goes off. Hit snooze.

Hit snooze again. Out of bed by 6:55.

7:00 am Play music to get my brain working.

Get dressed and pick up my room.

7:15 am

Breakfast early to beat the crowd.

7:45 am House jobs (vacuum) in the Dining Hall.

Chat with Mr. Cotter about leading an admissions tour.

8:15 am

English with Mr. Giacomini.

9:05 am

Bio with Mr. Hazen.

9:55 am

Pre-calc with Mr. Brown.

10:45 am Daytime study hall. Get a head start on pre-calc homework.

11:35 am All-school assembly with Headmaster Mr. Rogers.

“To be a part of the

11:50 am Lunch. Check with Mr. Hazen about getting help in tutorial.

crowd is something

12:50 pm

U.S. History with Mr. Salerno.

I have been trying to

1:45 pm

Drawing and Painting with Mr. Parsons.

get for eight years.

2:30 pm

Tutorial help with Mr. Hazen.

3:30 pm

Wrestling practice.

5:45 pm

Dinner with the girls.

Now I am here, I feel loved and

6:45 pm Study hall. Since Mr. Giacomini is a proctor

appreciated.”

9:00 pm Get snack at Little Seniors, hang out

tonight, I can get help on my paper.

with friends, and pick up my room.

–student

11:00 pm

A little YouTube before bed.

What else Helena is involved in: theater, tour guiding, Operation Hope.

A Day in the Life of...

Kent Simmons Grade 7 6:45 am

Dorm parents knock on my door.

7:00 am My RAs, Zak and Liam, make sure we’re up and have all we need for class. Head to breakfast.

7:45 am House jobs. I sweep the foyer while Quentin mops behind me. We talk about last night’s varsity basketball game.

8:15 am Science with Mr. Rothfuss—one of my top three classes. He has the best experiments.

9:05 am RL with Mr. Simms. Drawing on the glass table really helps my cursive.

9:55 am

English with Mr. Maier.

10:45 am

Health with Mr. Zolet.

11:35 am All-school assembly with Headmaster Mr. Rogers.

11:50 am

Lunch.

12:50 pm Daytime study hall. When I start my homework for Mr. Rothfuss, I realize I need help during tutorial.

1:45 pm History with Mr. Salerno. I like his class at the end of the day. He’s fun!

2:30 pm Tutorial help with Mr. Rothfuss. I

“They parent him, just as

understand the homework much better.

I would. Yes, there are

3:30 pm

Basketball practice with Mr. Maier.

rules, but there is a

5:45 pm

Dinner.

6:45 pm

Study hall.

8:30 pm

Back to the dorm.

10:00 pm

Lights out.

What else Kent is involved in: Student Council rep for grades 7 and 8, Green Team.

lot of love and tons of fun at Gow as well... in addition to the first-class education!”

–Parent

Start Fast.

Finish Strong.

After spinning their wheels, many students come to Gow looking for a fresh start.

Most are surprised at how fast that start can be. Our purposeful curriculum and total commitment to students provide the traction they need to take off, usually within six weeks.

While accomplishments stack up like RL cards, students are building character, too. They embrace the work ethic, compassion, honesty, and respect fostered in our community. They learn how to identify and make the most of their strengths and weaknesses. And they discover what they are capable of—beyond reading and writing and beyond Gow. Our graduates achieve long-term academic, career, and personal success. Not only are 100% accepted to college, but we help them choose the right college and equip them with the resources to graduate.

When students stick with the Gow program, success sticks with them.

Jason ’14

Mark ’13

Izer ’13

At first glance, they don’t have much in common. Jason studies electrical and

leadership skills,” explains Jason. Izer concurs:

mechanical engineering at Rochester Institute of

the opportunities I acquired at Gow, I don’t think

Technology, where he reengineers snowmobiles to

attending an Ivy League institution would have

be environmentally friendly. Mark is majoring in

been possible.”

business at Morehouse College, and Izer is a theater arts major at the University of Pennsylvania. He plans to pursue an entertainment career after grad school.

“You get out of Gow what you choose. Without

It’s been nine years since these friends met in Templeton dorm. They played soccer and basketball together, helped each other with homework, and “shared so much of our lives.” These

Though their paths are different, what made those different paths possible is the same. “Gow not only gave me the tools to

days they see each other at Gow Commencements

succeed in the classroom. It also gave me valuable

“I know if I need anything, their door is always open.”

and keep in touch via social media—as they do with many “Gow brothers” and teachers. As Jason puts it,

“My husband and I see great things happening for our son in the future, and we know that Gow has made this possible.”

–Parent

Our Location It’s easy to get to Gow, just 30 minutes southeast of Buffalo, New York.

Drive Times

1½ hours to Toronto ME

3 hours

to Cleveland and Pittsburgh Vt NH NY

to Detroit and Albany

MA CT

PA NJ

4½ hours

RI

Direct flights to Buffalo from: Boston, New York (JFK), Newark, Philadelphia, Baltimore, Washington DC,

MD DE

Charlotte, Atlanta, Orlando, Ft. Lauderdale, Chicago, Las Vegas, Los Angeles, and other cities.

Ready to reignite?

We invite you to learn more about Gow and its proven program, bright students, and warm community.

For more information visit our website:

gow.org

Or come visit our beautiful campus to get a taste of the school in action.

Most important, contact our Admissions Office to discuss whether our individualized, structured language remediation fits your family’s needs.

2491 Emery Road • South Wales, NY 14139 716-652-3450 • admissions@gow.org

gow.org