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Based on the Massachusetts Curriculum Framework, the Foundations program includes small group instruction as well as reading tutorials using the Orton-Gillingham approach. Carefully crafted sessions are designed to remediate areas of relative weakness and to teach decoding and encoding skills. LBLD should be the primary diagnosis, though students may present with anxiety, ADHD, executive function weakness, and other secondary diagnoses.
The Foundations program builds upon each student's strengths and interests using the following methods:
- Uses a prescriptive, sequential, and multisensory approach to instruction
- Supports the acquisition of language-based academic skills (decoding, contextual reading, reading comprehension, spelling, and written expression)
- Reinforces positive social pragmatics skills
- Presents information in a deliberately paced manner
- Builds high-interest thematic units that support receptive and expressive language skills
- Incorporates a variety of assessment (curriculum-based, formative and summative)
- Provides instruction in organizational strategies and executive function skills
- Fosters independence among students through metacognition and self-advocacy
Who Should Apply
Students with dyslexia or other language-based learning differences who would benefit from placement in a differentiated classroom environment. LBLD should be the primary diagnosis, though students may present with anxiety, ADHD, executive function weakness, and other secondary diagnoses. Foundations at Applewild students find great academic and personal success in our unique program that provides prescriptive individualized educational support while allowing full participation in the wider school community.
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Foundations students in grades 2 and 3 are incorporated into the traditional grade level homerooms, while still receiving the services that are the hallmark of the Foundations program. They are able to take part in homeroom experiences with their grade-level peers, such as Morning Meetings and Closing Circles, as well as be a part of the larger K-3 community during recesses, lunch, Design Thinking times, and Nature Walks. During core academic times in the morning, such as reading, writing, and math, they receive separate instruction specific to their learning needs, sometimes in small groups and sometimes one-on-one with an Orton-Gillingham certified teacher. In the afternoons, they rejoin their grade-level peers for specials, such as Art, P.E., Science, Music, and Drama. Foundations students receive a foreign language waiver and do not take French at the K-3 level.
Students in the 4/5 Foundations program receive instruction for math, language arts, social studies and science in a small group environment with peers who also have language based learning differences. Teachers provide differentiated instruction that builds upon each student’s strengths and insterests. A multisensory approach and hands on learning are integrated into every lesson additionally students receive separate instruction specific to their learning needs, sometimes in small groups and sometimes one-on-one with an Orton-Gillingham certified teacher. Fifth grade students in the Foundations program participate in sports with other 5th - 9th graders at each afternoon. Fourth grade students participate in PE. All students in 4/5 Foundations take art, performing arts and instrumental music with their peers as well as participate in clubs.
Foundations at the 6-7 level focuses on skills to increase independence, but they still receive instruction specific to their learning needs. Language arts, history, math, and science classes are done in small groups, and Orton-Gillingham sessions are small group or one-to-one. Foundations students are supported academically, socially, and emotionally and are given tools and resources to assist in problem solving strategies. Students meet daily with their advisor who assists them with organizational and executive functioning skills. Students participate with their grade-level peers in art, makerspace, instrumental, choral, electives, sports, and community clubs.
Foundations in 8-9 provides students with more opportunities for independence. Students’ course loads include a personalized approach. Students may take any combination of Foundations and neurotypical classes. Students complete assessed work with and without support from their teachers. Students meet daily with their advisor who supports organization and executive functioning skills. Students participate with their grade-level peers in art, makerspace, instrumental, choral, electives, sports, and community clubs. In Foundations, students are given the tools to identify and communicate about their learning styles. By identifying and working with students to get the support they need, students will practice self-advocacy in preparation for their next steps in secondary school. Students are assigned a secondary school advisor who works with them to identify a right-fit school. Our students matriculate to both independent schools with specialized programs and traditional independent schools, as well as local public, charter, and trade schools.
Students in the Foundations program work with an Orton-Gillingham (OG) certified interventionist. These sessions take place in a quiet setting, during the “OG block”, where the student can concentrate and learn about the five pillars of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. A “scope and sequence” of phonics instruction is provided for each student, with practice in reading real and nonsense words. OG interventionists assess students and concentrate on what they need to know. A written report on the student’s progress is provided monthly.
- Foundations Day Grade 2-5 Pullout Program - $43,000
- Foundations Day Grade 6-9 - $52,000
- Foundations 5-Day Boarding Grade 4-7 - $74,200
- Foundations 7-Day Boarding Grade 4-7 - $83,000
Emily Hamberger is the 4th/5th grade Foundations homeroom teacher here at Applewild. She teaches Foundations English Language Arts as well as Social Studies. Emily received her B.S. in Elementary Education with a concentration in Social Studies from the University of Vermont. For the last 4 years she has worked with students of all ages both in Vermont and here in Massachusetts. Emily enjoys reading, playing volleyball, and spending time with her cat Mia.
Bethany has been at Applewild since the beginning of Foundations! She is passionate about helping students with LBLD engage with curriculum, build confidence and have fun while learning. Bethany holds a MA in Elementary Education and Massachusetts licenses for Elementary Education and K-8 Moderate Disabilities. She is also a certified tutor through the Orton Gillingham Academy and occasional Vedic Meditation teacher. In her free time, Bethany enjoys tennis, travel, going to her kids’ rugby games and hiking with Merlin, her therapy cat in training.
Kayla Bilodeau has been in education for over fifteen years. She is a teacher in the Foundations Program and an Orton-Gillingham Tutor. Kayla holds a Master's and a Certificate of Advanced Graduate Study in Special Education. She is currently in the dissertation process, working toward her Doctor of Philosophy in Education. Kayla is also a yoga instructor and frequently teaches yoga to the students at Applewild.
Kelly Carr is the math coordinator on campus. She is in her 3rd year of teaching at Applewild, and in her 10th year of teaching overall. Kelly's role is to support all K-9 students, teachers and families with math, and she is passionate about cultivating classrooms where students are exploring concepts hands-on, thinking deeply and collaborating. Kelly graduated from Union College, majoring in Mathematics and Psychology, and also holds a Masters in Education from Lesley University. Kelly lives at Flat Rock dormitory with her husband (Mr. Carr), her two children (Teagan and Logan) and her dog (Finnegan).
Dr. Packard has dedicated her professional career over the last 27 years to education. She leads a diverse and dynamic faculty and supervises all teaching and learning. Dr. Packard received her undergraduate degree from Barnard College, Columbia University, and her MAT at Sacred Heart University where she presented on students who were double identified as LBLD and Gifted. She then went on to earn her doctorate degree in educational leadership at Northeastern. She loves living on campus with her husband Mr. Ben and her very large chocolate labrador, Toby.
After receiving her Masters degrees in both education as well as visual arts from the University of New England, Sara Sanford has dedicated her forty year career to being an educator. She has been an elementary homeroom teacher, an english teacher as well as an art instructor grades Kindergarten-12. She is a certified Responsive Classroom teacher. She has been a dorm parent and taught in both private and public school settings all over New England. When she isn’t working in the studio at school, she is writing or painting in her studio at home, or hiking and spending time with her husband Conrad, her 6 adult children and her dog Nutmeg.
Mr. Bonanno graduated from The Boston Conservatory of Music with a Bachelor’s in Applied Performance on Clarinet. He has been a dedicated music educator for over 30 years. Mr. Bonanno also teaches at Groton Hill Music Center and serves as the choir director at St. Bernard Church. Mr. Bonanno gives his students the tools they need not only to become good musicians but also the strategies they will need in core academics, socially and emotionally. Instrumental music is critical to building the children’s mind, body, and soul. Mr. Bonanno is also a freelance woodwind player in the Boston area. He has performed with various entertainers, including The Temptations, Four Tops, Frankie Valli, Johnny Mathis, Gladys Knight, Wayne Newton, Ben Vereen and also appeared with the New York Pops.
Dr. Pugh has over 30 years of educational experience and believes that no one ever stops learning. She received her B. A. in French from the University of Georgia, and her M.A. and Ph.D. in Linguistics from New York University, where her dissertation concentrated on dialectal variation and change on the island of Martha’s Vineyard. When her own son was diagnosed with dyslexia, she trained with the Academy of Orton-Gilliingham Educators and Providers (AOGPE), and currently works with students with dyslexia. She lives with her husband, their three children, and their two large Bernedoodles near Worcester.
Declan Drapeau is the Learning Support Coordinator for grades 5-9. He lives in and loves the city of Fitchburg. He earned his bachelor’s degree in English from Santa Fe University of Art and Design in New Mexico. He has been teaching since 2013 when he completed his teacher training with New Teachers Collaborative based out of Parker Charter on Devens. He earned his Master’s in Special Education from Fitchburg State University and also received his certification from The Orton-Gillingham Academy. He loves being able to work with students in tutoring, Writing Lab, the creative arts magazine, and advisory. His two adorable, brilliant, funny children attend Applewild’s Preschool. He decided to start boxing recently, much to his family’s chagrin.
Miss Berwick comes to us from the plains of North Dakota. She grew up in rural Vermont and decided it was time to adventure back. She joins us at Applewild as she goes into her 7th year of teaching. She holds an undergraduate degree in secondary education from Unity College and an MS in STEM from The University of Iowa. She lives on campus in the Flat Rock Dormitory with her 7-year-old heeler mix, Poppy. In her free time, she enjoys being outdoors, reading, and traveling to national parks.
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