HIGH SCHOOL

Springer High School has been developed on the foundation of more than fifty years of experience as Greater Cincinnati’s most trusted private school for students with learning disabilities, feedback from families and years of study.

Springer's high school program has been built upon best practices, latest research and recommendations from some of the most respected schools specializing in learning differences, across the country. Accredited by the Independent Schools Association of the Central States, Springer’s expertise and renowned programming were put into practice at the ninth-grade level in 2023. In 2027, Springer will graduate its first senior class. 
Info Sessions & Open Houses

No event found!

Knowing our students

Our students need to focus on academics and not on understanding the expectations or worrying about what comes next. Springer faculty and staff implement common procedures for consistent instructional routines, providing a strong foundation of procedure in each and every classroom. Students engage in daily targeted intervention for their specific learning needs. Research-based curriculum builds skills the students need to be successful. 

 

Student Learning

Springer's curriculum is designed to provide the opportunity to engage in rigorous academics while experiencing high levels of support from trained faculty.  Students are scheduled into grade-level core academic courses and three hallmark courses, designed specifically for our learners.  Learning Lab, Quest and SOAR classes are unique to Springer and provide direct instruction in a variety of areas.  These elective courses help all students build on language skills that will be beneficial for college preparation, allow them time to learn about themselves as learners and advocates for their own success, and help them to organize and prioritize their work and long-term projects. 

 

Instruction and Support

Small class sizes make for an environment where every individual student is seen. Students have more opportunity to grow and feel safe taking risks. This fosters curiosity, increases confidence and builds potential. Students feel a sense of belonging as they grow into compassionate members of our community.

 

What Sets Us Apart

High School students have access to extended blocks for English and Math. This allows the opportunity for scaffolding and/or extensions in the areas of English and Math. Students who are behind in these areas could master the content with foundational instruction and reinforcement. Those students excelling have the opportunity for enrichment in the areas in which they thrive.

We believe that curriculum must be designed in a way that:
  • Ensures students are learning the objectives outlined in the Common Core Standards
  • Is engaging and interactive
  • Allows for modification and flexibility
  • Is developed to allow for more than one year of growth in math and English/Language Arts
  • Is centered around clear learning goals for each individual child
  • Is designed with a diverse perspective in mind
We believe that Technology:
  • Is an important tool in providing accommodations and strategies that can level the playing field and increase independence
  • Must be used intentionally for learning purposes and strategies
  • Must be modeled for students by teachers
  • Requires instruction in order to be used effectively
  • Helps students keep pace with the outside world
  • Prepares students for future career goals
We believe that instructional methods must:
  • Be highly engaging, fun and flexible
  • Be multisensory in nature allowing students to be fully immersed in learning
  • Be built on a foundation of research based instructional practices and interventions
  • Be designed in a way that a gradual release of responsibility and independence can occur
  • Be systematic throughout an educational environment
  • Be created with a constant awareness of cognitive load capacity
We believe the purpose of homework is to:
  • Assist students in building academic confidence by allowing them to experience success
  • Reinforce critical concepts taught in the classroom
  • Allow the teacher to have an increased level of awareness of student strengths and limitations, thereby guiding a more individualized instructional approach
  • Provide opportunities for students to demonstrate knowledge and mastery
We believe that homework should be delivered in a way that:
  • Minimizes student and parent anxiety and frustration
  • Honors individualized learning styles and needs
  • Recognizes and respects competing demands for students’ time outside of school
  • Meets individual student need and is strategically designed for each child
  • Recognizes attempts at completion, not just accuracy
  • Recognizes and respects the value of play and recreation outside of school
Students engage in daily targeted interventions focusing on their specific learning needs.  We use research-based curriculums to target skills our students need to develop in order to be successful and integrate accommodations, modifications and strategies into our daily instruction.  
Learning Lab: Here students receive intervention targeting specific areas of need.  Students acquire knowledge to build on their foundational skills, including word study, fluency, vocabulary, comprehension and written expression
 
Quest: Students engage in learning activities to increase self-knowledge as a learner and the use of technology and other tools.  Students explore college and career paths and develop a clear plan for a successful future. 
 
S.O.A.R. (Springer Organization, Advocacy and Responsibility): In S.O.A.R. students are explicitly taught Executive Functioning strategies and effective study skills that build independence, improve responsibility, strengthen advocacy skills and gain college-level study skills. 

We are committed to keeping core content class sizes at 15 or fewer. In this setting students have more opportunities to learn and grow and feel safe taking risks. The outcome of such an approach fosters curiosity, increases confidence and builds potential on their path to a successful future.

Throughout a student’s time at a Springer High School, students and families meet regularly with a staff member to discuss plans. Our staff will develop options for students based on their individual needs and future goals. This includes exploring the next steps in their high school journey, assessing their career interests and planning for college.

With our small class sizes, holistic Student Growth will be an integral part of the day at Springer. Students will feel a sense of belonging, as they grow into compassionate members of our community.

We believe that Student Growth:
  • Must be an integral part of what we do
  • Happens when Character Education is explicitly taught
  • Happens when Positive Behaviors are recognized and celebrated
  • Happens when expectations are explicitly taught, practiced and reinforced
  • Is important in order for our students to navigate difficult situations successfully
  • Will help our students approach situations with confidence and a growth mindset
  • Is an important part of long-term success

Are We Right for Your Student?

 
  • They have been diagnosed with a learning disability, ADHD and/or have executive functioning needs
  • They thrive in a small, individualized academic setting
  • They are ready to work hard
  • They have a growth mindset- or are ready to learn what that is
  • They have a bright successful future ahead of them, but need certain supports and systems to help them achieve their goals
 

FAQs

Will Springer prepare my child for college?
Yes! Our goal is to help your child achieve their goals and be prepared for a future full of success. We will follow a college preparatory curriculum and work to help students identify career areas of interest.
What extracurricular activities are or will be offered?
We are committed to offering sports and clubs to our students.  This year, already, our students have participated in: Pickleball, Running, Basketball, Dance, Engineering, Creative Explorations, Film, and Art.  We will participate in Track and Field this spring.  If a sport is not offered as an OHSAA sport at Springer, OHSAA does allow for students to try out for teams at their residential public school.  As Springer grows, so will these opportunities. 
How can I afford Springer?
Use the contact form below and we will reach out to you for further discussion. “When we found out about Springer, we NEVER thought we would be able to afford this opportunity, but our wish came true. Call today!” - Springer parent.
What is the admission process and how do I apply?
The admissions process is about partnering together. We seek to understand your child and their learning needs, while at the same time, parents are discovering what Springer has to offer. We want there to be a good match, and you do too! Please fill out the contact form below for more information and next steps.

Contact

    School Admissions: 1st-8thSchool Admissions: 9th-12thSummer ProgramsDiagnostic EvaluationsMath TutoringReading TutoringWriting TutoringExecutive Function TutoringOccupational TherapySpeech and Language TherapyParent Programs/LearningProfessional Programs/Learning

    High School Faculty Directory

    Learn more about Springer School:

      ✕

      Allison Oh
      M.A., CCC-SLP

      Allison holds a B.A. in Speech-language Pathology from Miami University with a minor in Disability Studies. She earned her M.A. in Communication Sciences and Disorders from the University of Cincinnati. Allison previously completed clinical training in a variety of environments including a Leadership Education in Neurodevelopmental and Related Disabilities (LEND) traineeship through the University of Cincinnati Center for Excellence in Developmental Disabilities (UCCEDD) and Cincinnati Children's Hospital Medical Center (CCHMC). Currently, Allison serves as a speech-language pathologist for Springer School and Center, an evaluator for Springer Diagnostic Center, and a therapist for Springer Learning Center.

      In her role, Allison aims to provide therapy that will allow her students to fully engage in the classroom as speakers and listeners. Her objective is to develop a comprehensive understanding of how each student creates meaning from language and how they express intended messages. Beyond the achievement of therapy goals, she strives to help her students become confident, self-advocating communicators through the development of self-awareness and incorporation of personal strategies. Her dynamic approach to assessment is centered around individualization, ensuring each student is provided appropriate accommodations. Allison is dedicated to providing families with insightful information about their child’s communication profile, and meaningful recommendations to assist with communication needs inside and outside of the classroom.

      Allison enjoys hobbies like crafting, golfing, and playing the guitar. She is a sports fan and live music/show enthusiast. Allison resides in Cincinnati with her 3-year old dog named Pepper.

      ✕

      Breanna Spears
      Administrative Assistant, B.A.

      Breanna earned her B.A. in Mass Communications from Savannah State University, where she developed a strong foundation in communication strategy, organizational storytelling, and supporting diverse communities. She brings over seven years of experience in Human Resources and Administrative roles within the finance sector, where she specialized in process development, employee support, workflow improvement, and operational coordination.

      Breanna now serves as the Center Administrative Assistant, supporting the Diagnostic Center’s daily operations. In her role, she assists with scheduling, billing, parent communication, and system organization to ensure a smooth and supportive experience for families and staff. Her background in HR and administration helps her create clear structures, anticipate needs, and maintain consistent communication across teams.

      Breanna is passionate about building processes that not only work—but make sense. She is deeply committed to bridging the gap between completing tasks and truly understanding the “why” behind them. Her goal is to contribute to an environment where clarity, compassion, and efficiency allow everyone—families, students, and colleagues—to feel informed and supported.

      Outside of work, Breanna enjoys gardening, home DIY projects, creating art, and traveling. She resides in Cincinnati with her husband and their two children.

      ✕

      Shelby Chamberlin
      Family Outreach Coordinator, M.Ed.

      Shelby earned her M.Ed. from the University of Cincinnati in Applied Behavior Analysis. Prior to that, she received her B.A. in Elementary Education with endorsements in Learning and Behavioral Disorders from Morehead State University. Shelby began her career as an intervention specialist teaching students with emotional and behavioral disorders. She continued her professional journey by joining the Springer team in 2021 as a fourth and fifth grade teacher. In her time at Springer she has worked as a classroom teacher, Adventures in Summer Learning teacher, tutor and now as the Family Outreach Coordinator.

      As Family Outreach Coordinator Shelby supports families looking for answers in the diagnostic evaluation process, as well as supporting families who may be interested in school year admissions or tutoring, and as director of the Adventures in Summer Learning Program.

      Shelby is a passionate sports fan, cheering on the Kentucky Wildcats and Cincinnati Bengals. She also enjoys cooking, hot pilates and being outside with her family. Shelby resides in Northern Kentucky with her spouse and daughter.

      ✕

      Alyson Caldwell
      Occupational Therapist, OTR/L

      Alyson earned her BS and MS degrees from Eastern Kentucky University. Alyson has prior experience working as an occupational therapist in outpatient pediatrics and skilled nursing rehabilitation before Springer. Alyson now serves as the team lead occupational therapist at Springer School in addition to Springer Diagnostic Center.

      As a school-based occupational therapist, Alyson is passionate about helping students develop the skills they need to participate fully and confidently in their learning environments. Alyson specializes in supporting handwriting development and executive functioning, with a focus on helping students become more independent, engaged learners. Alyson believes in meeting each student where they are, building on their strengths, and collaborating with educators and families to develop meaningful and practical goals and strategies that truly support each student’s growth.

      Alyson enjoys yoga, being outside with her dogs, antique hunting, and cheering on the Bengals. Alyson is a soon-to-be first time mom and resides in Northern Kentucky with her husband.

      ✕

      Bradley Paramore
      School Psychologist, Ed.S, NCSP

      Bradley earned his Ed.S and M.Ed. degrees from John Carroll University. Prior to that, he received his B.A. in Psychology and Sociology from Case Western Reserve University. Bradley served as a lead psychologist in public schools for over 10 years. He has previously served as the President of the Ohio School Psychologists Association and held several other leadership positions within the National Association of School Psychologists and Ohio School Psychologists Association. His experiences include serving on various working groups for the Ohio Department of Education & Workforce and the Ohio Department of Public Safety before joining Springer.

      Bradley is passionate about providing comprehensive support to families that identifies the root cause of concerns. His goal is to provide evaluations that highlight a student’s strengths as well as proven strategies that can help a student thrive.

      Bradley is a passionate sports fan and former college football coach. He enjoys attending comedy shows, live music events, traveling, and listening to podcasts. Bradley resides in Cincinnati with his wife and 2 children.

      ✕

      Ann Kilpatrick
      Occupational Therapist, OT/L

      Ann earned both her B.A. in International Studies and her M.S. in Occupational Therapy from The Ohio State University. She has prior experience working as an occupational therapist in adult acute care and inpatient rehab.  In 2012 she began working as a school-based occupational therapist at Springer School.  Ann now works as part of the Springer Diagnostic Center Team. 

      Ann believes that given the support they need, each student is able to reach their full academic potential. In her role as part of the diagnostic team, she seeks to provide individualized assessment data to identify motor needs and use that data to suggest potential interventions that can be used by families and educators in order to best support the child.

      Ann enjoys spending time with her kids, hiking, travelling, yoga, and reading.  She lives with her husband, 3 children, and 2 dogs in Cincinnati. 

      ✕

      Deborah Gilbert
      Clinical Psychologist, Ph.D.

      Dr. Gilbert earned her B.A. from the University of Michigan, took a gap year to teach English in Japan and travel through Asia, and then earned a Ph.D. in Clinical Psychology from the University of Detroit Mercy.  She also completed a 3-year postdoctoral residency at Chestnut Lodge Hospital, provided therapy and psychological assessments in inpatient and outpatient mental health settings, and served children and families of greater Cincinnati public schools conducting psychological evaluations.  Dr. Gilbert is happy to have joined the Springer Diagnostic Center team in 2024.

      Dr. Gilbert believes in the potential of young people and works with them to make the world a better place.  In the evaluation process, she wants you and your child to feel understood and supported.  Dr. Gilbert strives to understand the whole child and build an actionable and evidence-based plan for parents and teachers to support the success of the child. 

      Dr. Gilbert’s personal passions include her family, traveling, hot yoga, and book club.  She and her husband have been married 30 years, have 2 adult daughters, 2 beautiful grandchildren, and a sweet Cavachon dog named Marigold. 

      ✕

      Molly Bernosky
      School Psychologist, Ed.S., M.Ed.

      Molly earned her Ed.S. and M.Ed. degrees from the University of Cincinnati. Prior to that, she received her B.A. in Psychology from the University of Kentucky. Molly has served as the lead school psychologist in public schools, public school administrator overseeing special education teams, and testing psychologist at an ADHD clinic before arriving at Springer. Molly was a founding member of Springer Diagnostic Center and now serves as the Diagnostic Center Director.

      Molly is passionate about providing evaluation experiences that feel approachable, collaborative, and strengths-based. Her goal is for families to feel listened to, validated, and supported throughout an evaluation process.

      Molly’s hobbies include hiking, listening to podcasts, attending live music and comedy shows, coaching youth sports, and participating in community events. Molly resides with her husband and 2 children in Cincinnati.