Category Archives: Miriam School

“Your son does not engage with other kids in the sandbox.” “He’s not in the circle with the other kids, but off doing something else in the room. But when we ask him what just happened in the circle, he can tell us in detail every time.” These are just a few of the reports we were getting from three schools before we discovered Miriam, or should I say, before Miriam saved our son Nicolas. From the moment he nervously set foot in the building, Nicolas began a whole new journey of social interaction and love of learning.

With a diagnosis of high functioning autism and Asperger’s, Miriam gave us a gift of accepting Nicolas in the Spring of 2010 and he graduated in the Spring of 2015. Now a senior in high school, he is preparing to enter college in the Fall.

As Nicolas shared in his college essay describing his identity, he came to Miriam with few social skills and a lack of trust in other kids. Through his time at Miriam, we learned as a family what triggered his outbursts and Nicolas learned how to advocate for himself when he needed to change course. Miriam also gave him the skills he needed to transition to high school.

The learning in the classroom at Miriam came with patient teachers who gave our son what he needed to succeed. Sometimes that came in the form of rewards. Other times it came in the form of high praise from teachers he truly admired and respected. He especially loved Dr. Kathie Pontikes where he enjoyed her teaching style and sense of humor. It’s teachers like Dr. P who make Miriam so special.

When Nicolas started Clayton High School as a freshman, little did we know our son would blossom immediately and love being academically challenged. He’ll graduate this May from Clayton with a 4.0+ GPA and at the time of publishing has gained admission to several universities with top ranking Computer Science programs.

I believe what Nicolas will look back and appreciate most at Miriam are the teachers and the friendships with classmates. He continues to keep in touch with some of his Miriam friends through gaming and chats online. It took a lot of work, but to this day I am most proud of the fact that Nicolas can advocate for himself, communicating to classmates and teachers what he needs in a given situation or environment.

Miriam is a special environment where Nicolas felt accepted for his differences. It’s a school where students learn to walk out of the classroom when they need to and check themselves into the sensory room or ride a tricycle around the hallway in order to release some pressures of the day. Miriam teachers are miracle workers because they are so in tune with the individual student and know just what a student needs in any given moment.

-Submitted by Andrew Newman, Miriam School Alumni Parent

I still remember the initial nervousness I felt when my then five-year-old son Xavier attended a two-day trial session in Miss Angie’s class at Miriam School. Would he react well to the other children? Would he be able to communicate effectively with his teacher and the therapists at Miriam? Would he develop the strong friendships that every parent hopes for their children? The answer to all of these questions eventually became yes!

Though Xavier was a happy and affectionate child, he had difficulty communicating verbally. He also had problems dealing with his emotions and with normal auditory processing. My wife Candice and I eventually sought out a neurologist after several developmental milestones were missed. In the summer of 2010, Xavier was diagnosed with autism.

After careful consideration, we made the decision to send Xavier to Miriam School and he began in the fall of 2014. We felt that Miriam had the right structure in place to meet all of his needs, whether academic, social, sensory, or therapeutic on a daily basis.

Today Xavier is a happy, confident 10-year-old boy who enjoys playing with the friends he has made at Miriam. He is able to effectively express his feelings verbally to his teachers and friends. A big factor in Xavier’s success is the small class size and attention he gets at Miriam. The teachers have the privilege to devote more individual time to each student and can appropriately assess and meet the needs that will make each student successful.

One of our son’s favorite things at Miriam is the yearly talent show. Last year, Xavier participated in the magic show. It’s incredibly exciting to see your child have confidence and watch that self-assurance translate into other areas of his life. Miriam is really a special place because there is a priority placed on the amount of time spent with each student whether in the classroom, in therapy, or in the many activities that occur during the day. Miriam is more than just a school: it is a place where children can thrive in an atmosphere that embraces different ways of learning while nurturing each student.

-Submitted by Mark Kadlec, Miriam School Parent

Our Miriam story is about finding the right place at the right time. Miriam School was that special place where my daughter Beth felt welcome right away and found the perfect fit to grow academically and socially. Now a senior in high school, we know that Miriam gave her the foundation to be successful as she prepares to graduate this year and move on to college.

The story begins when Beth was diagnosed with dyslexia and ADHD in first grade while attending a public school. Her father and I learned as much as we could about learning disabilities and decided that a smaller school dedicated to students with learning differences would work best for Beth.

She attended another school for the next four years, but she just wasn’t happy socially. When the time came to have her diagnosis renewed, it was disappointing to see that she had not progressed
to the extent we and her doctor expected. Her doctor then recommended Miriam School and she entered in sixth grade.

I could see almost immediately that she was happier at Miriam. Beth was getting a lot more personal attention and had much closer relationships with the teachers. Beth really thrived in Miriam’s learning environment, plus she had more friends and even participated in student council.

Beth is a child whose disabilities are not as significant as some others. That was one of the great things about Miriam – they can give that amazing individual experience to children with many levels of need. Being at Miriam really gave Beth a complete comfort of being with people of all different abilities. She learned acceptance of others which will serve her throughout her life.

After attending Miriam for three years, Beth was able to enter high school and fully participate in all classes with no special accommodations. She currently is a senior at Grand Center Arts Academy with a 3.9 GPA and is 6th in her class.

I honestly believe that without the social and academic skills Beth received at Miriam, she would not be doing as well as she is today. Beth learned organization and study habits at Miriam, plus she learned how to advocate for herself when needed with teachers and others. She really learned how
her challenges affect her and what to do to make her own accommodations.

Beth loved how the teachers at Miriam really got to know and understand her. She also developed a love of both science and theater at Miriam. Some of her favorite memories include the science experiments and also the organic garden.

Beth is now applying to a variety of universities and is already accepted into a number of programs. She is excited about her future and this would not have been possible without the unbelievable education foundation given to her by Miriam and its incredible teachers and staff.

–Submitted by Julie Stapf, Miriam School alumni parent

I can’t say enough how the Miriam School changed our family. We would not be where we are today physically, emotionally and mentally without this special place.

Our journey began when Owen was born almost 13 years ago and was a mystery from the moment he took his first breath. We were living in the suburbs near New York City with access to the best hospitals, schools and experts in the world. Yet none of them had any answers for us. Years of doctors and therapy appointments led us to a diagnosis of high functioning autism and epilepsy. The diagnoses did not change anything – it was just a label.

When Owen was about to start kindergarten, we left New York and came to St. Louis for a job opportunity. He entered public school and made it about ten days. Thankfully we heard about Miriam School from a friend and immediately enrolled him at the Learning Center and applied to the school. Owen was accepted and finally became the child we knew was inside him.

At Miriam, Owen was happy, loved and getting exactly what he needed emotionally, physically and academically. This calmness spread to our entire family, and we were able to do things that we had never done before.

In October 2014, we had to move to Pennsylvania for my husband’s job. We felt Owen was ready as he was now in third grade and had exceeded all of our expectations. Prior to our move, we contacted seven private schools that educated children with learning differences in hopes one would work for Owen.

Once we got to Pennsylvania, Owen did his school visits but needless to say, none of these schools were like Miriam School. They did not have the warm, loving and accepting environment that you feel at Miriam when you walk in the front door. We spent the next two and a half years searching for the Miriam of Pennsylvania and Delaware.

Owen went to three schools in those two and a half years and we moved again within Pennsylvania to be closer to a school we thought would be a good fit. This school was state of the art for children in K-12 grades with learning differences. We sold our house and made the move again for Owen.

Within the first week, we knew he was unhappy again and had made a mistake. I began secretly working on an escape plan to get back to St. Louis for Owen to come back to Miriam. This would be our ninth move if we could make it happen. The stars aligned and in the spring of 2017, we were hopeful that a move back to St. Louis for the Miriam School would become a reality.

My husband was able to get a job based in Indianapolis and they agreed that we could live in St. Louis for Owen. We did the research and showed them there was no school for Owen in Indianapolis that was like Miriam School. Owen started back at Miriam in June 2017 at summer camp and now our Owen was BACK!

Wow, what a difference to see this transformation of our Owen that had been missing for two and a half years. Thank you to the Miriam team for welcoming Owen and our family back “home”!

-Submitted by Margaret Dorf

My Miriam Story – Kaden

Kaden holds the distinction of being at Miriam longer than any current student. Now a sophomore at Miriam Academy, Kaden first entered Miriam School at age six with a diagnosis of ADHD and Autism Spectrum Disorder. Kaden trotted into Ms. Angie’s first grade room with more than a little trepidation, but any fears were calmed when they immediately bonded. The enthusiasm of the staff at Miriam School cemented our confidence we had made the right decision.

Kaden completed his elementary and middle school education at Miriam School which offered our son a full spectrum of education and therapies tailored to his specific needs. He received speech, occupational and physical therapies which blended with the educational curriculum for a well-rounded experience.

But Miriam School was more than a source of education and therapy for Kaden. It provided an environment for social growth and awareness that led to friendships and lasting memories. Kaden blossomed as a student and enjoyed going to school every day. His coordination and motor skills improved to the point where he no longer needed additional therapies. He progressed from tirelessly learning to hold and maneuver a pencil correctly, to having the skills, patience and athleticism to obtain a Black Belt in Tae Kwon Do at age 14.

Last year we were excited to enroll Kaden at Miriam Academy to complete his high school years. Without a doubt his freshman year was the most fulfilling and rewarding year Kaden has had as a student! His confidence and maturity grew week by week as the teachers inspired him to push himself intellectually and socially. Kaden is finally able to experience the pride and satisfaction of tackling educational projects and completing them with high standards.

The reward is not just the letter grades, but the sense of accomplishment and happiness he exudes. For the first time he played on a baseball team with his fellow classmates and experienced the fun of team effort. His first “base hit” is something we will never forget.

Perhaps more important than acknowledging Kaden’s growth and maturation is the recognition that he has taught us as much as we have given him. Through voice and action, Kaden has shown us how to live with a heart filled with love, tolerance, acceptance and integrity. He is a motivation to all that are in his life. While we believe we are leading him, he is actually guiding us.

-Submitted by David and Amanda Berg

I have spent the summer working in the Miriam School gym, looking out the window at the new middle school building and renovation project taking shape. Seeing the old being revitalized, while observing the new being built on what has come before is a wonderful metaphor for our new chapter as I become Head of School.

As I look to this new future, I naturally think about how far Miriam School and I have both come in the 19 years since I first walked through the doors of Room 7 to begin my career here teaching 4th, 5th and 6th grades. During the 11 years I was in the classroom, we created a strong program integrating social skills and rigorous academics and we opened the middle school where I was asked, along with Dr. Kathie Pontikes, to teach the first 8th grade class.

In 2010, I transitioned to Associate Head of School and during the next eight years, we added a gymnasium which enabled us to enhance our arts, OT, and social skills programming, as well as a playground that gives students another sensory outlet during the school day. We also implemented
a 21st century learning approach across all subject areas, including an emphasis on project based learning for science and social studies.

We added a teaching kitchen and a community garden, both of which afford students opportunities to gain and use a variety of skills to reach out into the wider community as they plan, grow, sell, and donate produce as well as create dishes for others.

A generous donor enabled us to implement a one-to-one iPad program and
then, as now, we have continued to research, pilot and implement innovative
curriculum, as well as train future teachers and therapists as we collaborate with
local universities.

All of these initiatives have helped to secure our standing as leaders in the field of educating children who learn differently. Now, we stand ready to grow an even stronger program all while we keep the best of the past—namely a culture of collaboration, caring and respect alongside the families we serve.

As I begin this new era in my tenure as Head of School, I find myself with many thoughts looking out
the window to the future. One thought stands above all — gratitude. I am grateful to the board and executive leadership who have given me this opportunity to guide a program that for 62 years has changed the lives of so many children and families and led them to a better future.

I am grateful to the families who believe so passionately in the work we do here and who work alongside us to help their children achieve success. I am grateful to the faculty and staff who work with every child as if he or she were their own. They faithfully strive to deliver the finest, most comprehensive program possible to every child, every day.

Most of all, I am grateful to our children who come to school and work to be the best they can be. I am always amazed by their bravery, dedication and hard work every day. Who among us shows up and does hard things day after day, never giving up, always willing to try again, for as long as it takes to be successful? These are our children.

I look forward to working with all those who believe so deeply in Miriam School and the work we do here — board, executive leadership, families, faculty and staff — to ensure that the view out the window is always one of a community that is building for the strongest, brightest future possible for children who learn differently.

-Submitted by Mary Cognata

When our seven-year old son Nathaniel came home on the first day of Miriam’s summer camp program, he told me that he was learning how to make and be a friend. This was the first time he had ever verbalized what he had learned in a day. What a huge accomplishment for him!

Nathaniel is a bright, happy, sweet child who also struggles with emotional regulation, visual processing, language and word retrieval and working memory deficits.  We decided to get him extra support and found Miriam through our occupational therapist. Nathaniel started with Miriam Learning Center last summer when we hired a language therapist and an academic tutor to come to his previous summer school.  By the time school started, he had progressed through many of his IEP goals for reading and was already communicating more clearly and frequently, so we continued to have Miriam’s tutors come during the school year.

Miriam worked with Nathaniel throughout kindergarten at his public school and helped him with academics and speech/language. He has really thrived with the one-on-one attention and we have seen so much progress, especially in the areas of his reading and speech.

Now at Miriam’s summer camp, Nathaniel is really enjoying the Harry Potter theme. As part of the Confident Kid’s Social Skills class, Nathaniel is learning about sharing, taking turns and kindness through lots of fun activities.  When he brought home a chocolate frog he made, he had the biggest smile on his face.  He has been really excited to show off his work, which is somewhat unusual for him. It is clear that he really enjoys being at Miriam. He recently told us that Miriam’s summer camp is his favorite place so far!

Miriam’s small class settings are great for Nathaniel. The teachers understand him and if he has a meltdown, he is learning a life lesson about how to handle his feelings, rather than just being sent aside until he’s ready to rejoin the group.

We have consistently seen identifiable progress in our son when Miriam has been involved at both camp or school.  Miriam’s teachers and staff have provided Nathaniel with new tools and skills to better handle many of the challenges he faces. At Miriam, he has a safe place to practice these skills and build more confidence.

Miriam and all their staff truly care for their students and children. They provide a safe and nurturing environment as well as the knowledge and skills to assist children to achieve, be successful and show their true potential.

-Submitted by Karen Myrick

“My stomach hurts.” “I don’t feel good.” “I don’t want to go to school.” These phrases became all too common from our son five years ago when he was in third grade. It was becoming very evident that his school at the time was not meeting his needs. Academic struggles, limited resources to help struggling kids, teachers with limited background in helping kids with learning difficulties – all led to our son, Santos, just not wanting to be there.

Santos had been diagnosed with ADHD at age five, but with these experiences in third grade we decided to do further testing. In the summer after third grade, he was diagnosed with numerous learning disabilities. We knew we had to do something different for Santos. Our pediatrician had mentioned Miriam School, as her daughter had attended there.

After numerous visits to the school we concluded that this could be the place for him. There was just one thing…we lived in Ste. Genevieve, Missouri, at the time. This was 65 miles from Miriam, over an hour drive, one way. Were we crazy to consider this? Is this nuts? Would we really drive him to school every day to St. Louis, over two hours in the car every day? My initial answers to these questions were yes, yes, and no. The answer to the third question, well…

Our family vacation landed us in Durango, Colorado, that summer. It was a Thursday morning. School was starting in less than a week. Where would Santos go for 4th grade? From the hotel parking lot I made the call to tell the school that we wanted to enroll Santos for the year. The following Monday, we were at Miriam for “Meet the Teacher.” Our adventure was beginning!

For the next two years, my wife Diann drove Santos from Ste. Genevieve to Miriam every day for school. Our challenges did not immediately cease. Santos resisted at first. We still had stomach aches. There were numerous bathroom stops, numerous times a day, at numerous quick shops along the way. (Diann became an expert on all the amenities at every gas station between Ste. Genevieve and St. Louis.) Santos spent a lot of time in the office of Mary Cognata, Associate Head of School. Her loving, caring, yet firm way of dealing with Santos was immeasurable and invaluable.

Slowly but surely, Santos adapted. He became more and more comfortable with the school and staff. Eventually, he looked forward to going to school. With the help of Ms. C and all the teachers, his anxiety about school slowly and steadily subsided. He made friends and looked forward to social interaction with his classmates. Miriam became his school, his turf. What more could we as parents ask for? The environment at Miriam allowed him to relax and be in a state of mind that allowed him to learn. After his first two years at Miriam, we relocated to the St. Louis area.

I think I knew when I made the call from Colorado that Miriam would be a wonderful place for Santos. What I didn’t know then, that I know now, is how wonderful Miriam would be for Diann and me. We have gotten so much support and guidance from the teachers and staff, just as Santos has. It was such a relief to us to know that Santos’ educational, emotional, and social needs were being met. It was with great joy that we saw him begin to flourish and love to go to school. Miriam has become our school too, our turf. We feel part of the Miriam community.

Santos recently graduated from Miriam and is getting ready to move on to high school. At his 8th grade graduation, Santos received the President’s Award for Academic Excellence. Diann and I were so pleased, proud, and amazed! When we asked Santos what message he wanted us to put in the Miriam yearbook, he said “Stay Determined.” Diann and I looked at each other, somewhat taken back. What more could we have asked for–a lesson learned to last a lifetime.

-Submitted by Tom Loida





Enrolling my great nephew, Damiano, at Miriam School was the best decision we could have ever made. Today he is an outstanding 19-year-old young adult who loves golf, robotics and volunteering and will soon graduate from high school. We owe a huge part of his success to the wonderful experience he had at Miriam School. He attended Miriam during his junior high years in 6-8th grades, which is often the hardest time for kids who are different. The support and community we found at Miriam simply cannot be found anywhere else!

Since he was young, Damiano struggled with ADHD, anxiety and learning challenges. He attended public school in elementary years and did well with an IEP, but when it was time for middle school, we had to find the right learning environment.

Being in healthcare for many years, I had heard so many good things about Miriam School.  I work with psychiatrists and we understand that a learning disability is no different than any other illness. Miriam helps students feel accepted without being made to feel different. It was the perfect fit for my great nephew.

Everything worked for Damiano at Miriam School! His friends loved him for who he was and are still his best friends today. Though there were some things that were different about him, the teachers and staff at Miriam knew just how to work with him.  They know how to make students feel happy, secure and smart. Plus, the kids are taught so much more than academics. Damiano’s social skills and self-confidence grew stronger every day he was there.

Now at St. Mary’s High School, Damiano was chosen as senior of the month due to his constant volunteer work with the homeless and for giving back.  Next year, he plans to go to a local community college and we know that with the tools Miriam gave he him he will be successful. Damiano believes in himself, works hard and doesn’t give up. Miriam also taught him about expectations and helped him learn how to be a friend to others. These lessons will last him a lifetime.

Miriam made the difference for Damiano and for our entire family. I want the community and other parents to know that for any student who learns differently, they can be the brightest shining star and Miriam School is the place where it can happen.

Submitted by Mary Nardoni





As a toddler and a preschooler, Ryder was full of love, adventure, curiosity, and a sense of humor beyond his years. He was also extraordinarily strong-willed and had emotional outbursts that would ignite in the face of common parenting strategies. We spent the first five years of Ryder’s life trying to decipher what reality we were facing. On one hand, Ryder did great in full-time preschool for two years. His teachers and pediatrician advised that he was healthy and ready for kindergarten. On the other hand, Ryder’s anxiety was increasing and he started throwing temper tantrums as kindergarten neared. I relayed concerns to the school, but I didn’t have a medical or school history to reference, so his teacher quickly reassured me that everything would be fine. I stifled my fears and hoped Ryder would thrive.

After a difficult first few days of kindergarten, things improved with the help of motor breaks throughout Ryder’s day. The rest of the first semester went beautifully. But then his beloved grandfather and aunt died within two weeks of each other during winter break. Ryder fell apart overnight and the sparkle in his eyes dimmed. In a haze of grief, Ryder started soaking through three shirts a day from a new habit of chewing on his clothes. He didn’t want to leave the house. He refused to do things he had previously loved. I sent a long email to his teacher, expressing my fears and observations, and I was quickly reassured again.

But Ryder’s downward spiral intensified. His sensory and attention needs escalated. He started bringing home one, sometimes two, Behavior Reports, a pink carbon copy of a written description of his failings at school that were quickly piling up in his permanent record. He would crumple the reports and beg me not to read them. We also started receiving calls during the school day when Ryder would be in ‘distress’. Upon picking him up, the air of frustration and disappointment was palpable, and we knew that Ryder could sense it. We were watching a vicious cycle of behavior incidents, shame, and vanishing self-confidence rapidly unfold. We resolved to find a school that would meet Ryder’s needs.

That January, we embarked on a journey to find answers and solutions. We toured nine schools in St. Louis. When I called Miriam, I talked at length about Ryder’s struggles and potential. The kindness, reassurance, and absence of judgement I felt as I shared my son’s struggles filled me with so much hope.

During our tour of Miriam, the students were friendly, smiling, and sociable. The class sizes were small, and there were endless opportunities to release extra energy to enhance focus and classroom readiness. There was the sensory gym with a ball pit and pedal ride-on cars, the beautiful outdoor playground and garden, kids jumping rope and hopping on bouncy balls through the halls, and the expansive gymnasium. We knew we had found Ryder’s school.

Ryder started school at Miriam in first grade, and he is now in second grade. Since day one at Miriam our family has been showered with so much love. Ryder quickly made close friends, and he is greeted with excitement from his peers and staff every time he walks through the door. His confidence is fostered by the way his strengths and weaknesses are deeply understood and nurtured. Ryder not only receives the breaks he needs, but he is learning to identify and communicate when he needs one of those breaks. He also receives occupational, language and social skills therapies during the school day so that our evenings and weekends are not filled with appointments.

Our journey of learning what Ryder needs continues, but the school is always there to listen and support us with extensive experience and competence. Ryder loves everyone he works with at Miriam School. Before winter break and at the end of the school year, Ryder has an exhaustive list of everyone whom he wishes to thank, extending well beyond his teachers.

We are so thankful for Miriam, a school that provides Ryder with the unconditional love and support he needs to thrive at school. Miriam has helped Ryder’s smile and love of life to return.

-Submitted by Whitey Lane