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Toys for good behavior, salads for lunch and bunnies to pet: The R. & E. May School's quirky elements sound like an engaging learning environment for any child, but make for an even better refuge for children struggling with emotional problems and developmental disabilities.

Today, the school - a day treatment program of St. Catherine's Center for Children in Albany - is mainstreaming more and more students back into district schools, armed with tools to thrive in less restrictive settings.

In June, half of the May School's graduates aged out at 12; the other half of the class had already improved enough to move on to district schools.

During the last academic year, 63 students attended R. & E. May, which runs from Kindergarten through sixth grade.

New techniques
The May School has seen success in recent years with dropping child-restraint methods to solve problems and revamping its cafeteria menu to offer nutritious lunches and fresh fruits and vegetables as snacks.

It also implemented a new, remedial reading system that uses phonics and a pneumonic tapping device to learn sounds and spelling. Seven teachers learned the system; they will train outside instructors in August.

Many elements set the May School apart from other publicly-funded schools - and even other special education schools.

"We're about developing internal mechanisms to self-regulate," said Richard Webster, assistant principal. "We're onto something special here."

The school's methods give children control over their actions and the resulting consequences.

Center's history
Nestled inconspicuously behind the diocesan Pastoral Center in Albany, the May School was created in 1987 after Robert and Elsie May left money to Bishop Howard J. Hubbard. The state Office of Mental Health matched the donation, and Bishop Hubbard authorized construction of the building.

The Office of Mental Health and local school districts fund the school.

St. Catherine's Center, under which the May School operates, was established in 1886 by the Daughters of Charity. Over the years, St. Catherine's services included an orphanage, a daycare center and a program for unwed mothers. It evolved into a place to address child abuse and neglect, emotional disturbance and homelessness.

In 2009, St. Catherine's served 1,000 people through the May School, but also foster care programs, residential services, a homeless shelter and community-based services. Many May School students also live at the residential facilities.

The school's many features, from a toy store taking behavior-based points as currency to an interactive greenhouse, make it a haven for kids who can't find a niche in other public schools.

That they even have to consider R. & E. May saddens Mr. Web-ster, however.

"I find it very unfortunate," he said. "But we wouldn't be doing what we're doing if they hadn't failed someplace else."

Set apart
The May School distinguishes itself from other public K-through-six schools in several ways: for example, the school year lasts through the summer, morphing into a half-class, half-camp program.

Recent camp themes included theater and ecosystems; the students toured classroom stations to learn about oceans, tundra, jungles and deserts.

In addition, the student-to-teacher ratio is favorable for children who need extra attention: For every six students, a teacher and two assistants staff the school's 10 classrooms.

Occupational therapists and social workers work with each child to develop an education plan, and nurses monitor children's medication.

Common diagnoses among the May School's students include attention deficit hyperactivity disorder, mood disorders and bipolar disorder. Some children suffer from post-traumatic stress disorder from domestic violence, or the effects of substance abuse in the womb or among family members.

Damage done
As a result, children often exhibit such behaviors as property destruction, running from supervision, self-hurting and thoughts of suicide or homicide.

In calming stirred-up pupils, the May School adopted a new technique called the "sanctuary model." For instance, if a student lashes out over anxiety about an art project, the staff encourages the student to talk it out.

Teachers insist the student has the ability to succeed. They gently put a hand on the student's shoulder - or, if the child chooses, they send him or her to a quiet space.

This summer, students have overwhelmingly opted to go outside and catch bugs in a jar as their coping mechanism. They could also visit the school rabbits, Chocolate and Caramel, which are used in science class.

"Foster bunny" Lele is just for therapeutic fun, noted science teacher Colleen Mitchell.

"Animals can give you unconditional love," she explained. "You can talk to them, and they don't try to solve your problems."

(07/29/10) [[In-content Ad]]

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