Future Feller Families~
Thank you for showing an interest in Feller School! We are so happy that you found us! Our team of educators and support staff is looking forward to meeting you and your child as we plan for a bright future together. Feller School is where students feel important, capable, intelligent, and loved. We have the patience, understanding, and expertise required to teach children struggling to learn to read, write, or understand math concepts. We are committed to seeking the strengths in our students and ensuring that these are highlighted every day. We value the benefits of dyslexic thinking.
Whether your child is just beginning their educational journey or has been in school for a year or more, we can help your family transition quickly to our school. The minute you and your child walk into our school, you will feel a sense of family. We welcome all who enter our doors with a sense of belonging. We exude happiness with our smiles and warmth with our focused attention. Feller School offers a unique educational experience with small class sizes and top-notch educators.
The admissions process is new to most of our families, and it may be a little frightening to step away from the traditional educational plans for your child. Let us help! We can start with a simple conversation. Please email us at fellerschool@gmail.org to set up a time to meet!
Warm regards,
Kim and Feller Staff
Kim Feller-Janus
President
Feller School, Inc.
Now Enrolling Kindergarten – 5th Grade
We are enrolling Feller School full-day school for students in Kindergarten through Fifth Grade.
Visit the Enrollment page to view our Brochure and to request more information.
How a Book, an Author, and a 6-Hour Drive Changed my Life!
By Kim Feller-Janus, M.Ed.
Several years ago I became disenchanted by my profession. I was not happy with the results of my work as a Reading Interventionist in a large school district. Yes, the students assigned to me made progress and the principals, teachers, and parents were pleased with my work, but I wasn’t. Year after year I worked with my students to reach “grade level reading” by years’ end and most of the time we met that goal. However, these same students were back to see me the following year because what they had learned the year before didn’t seem to stick and they were falling behind once again. This was hard to accept. I felt that I could do better, but I didn’t know how. And, this is why I decided that it was time to make a change.
Upon leaving the school environment I opened my own business, Auburn Reading Center, LLC. This gave me the opportunity to continue to work with struggling readers and time to learn more about effective reading instruction. This is when I discovered the book, Uncovering the Logic of English by Denise Eide. I devoured it within hours and then I wanted to scream, “Why didn’t anyone teach this to me in college?!”
This began my journey to learn more about our English language and the connection it has with the decades-old brain research. This research shows brain activity when a good reader is reading as well as the brain activity when a poor reader is reading. There is evidence proving that our brains are not wired to read and that we need to be taught. Effective reading instruction that is explicit, systematic, multisensory, and structured is the “silver bullet” for most people. This explained to me why the students I taught within the school system were making minimal overall progress and never actually becoming proficient readers. In fact, in some cases what I was doing may have been more harmful than helpful. This broke my heart and pushed me even more to learn a better way to teach.
My next thought was to learn more about the author of this amazing book and find a way to connect with her in hopes that she could lead me into the right direction for coursework or training. This is when I discovered that Denise Eide had also written a comprehensive language arts curriculum that is based on brain research. I also learned that her office was located in Rochester, Minnesota which is just a little over 3 hours away from where I lived. I was determined to make that 6-hour round trip to meet this brilliant woman. Fortunately for me, Denise graciously agreed to meet me for lunch near her office to talk about her book and curriculum. We also talked about my frustrations with what seemed to be a norm in most schools – which is the belief that there will always be about 20% of children who will never be good readers. This is something that I never want to accept.
Needless to say, Denise proved to me that by changing what I was doing would positively impact the reading progress and spelling of my students with great efficiency. All I had