At first glance, New Story school in Monroeville resembles most others with posters of encouragement in the hallways and the sound of activity from inside the classrooms.

A closer look, however, reveals that the instruction is highly individualized for the 15 students from kindergarten through age 21 who attend the school, which is for students with serious and complex emotional and behavioral issues.

In December, the school -- one of nine New Story facilities in Pennsylvania -- changed its name from Milestone Achievement Centers of America. Founder and president Paul Volosov said the company is expanding to include a second school in the Pittsburgh area and another near Scranton.

"We are not an alternative school system," Dr. Volosov explained. "We think that for the children with the most serious and complex problems ... they need something more or different temporarily than what they can receive in their local public school.

"As soon as that is no longer true, they must return to their local public school."

New Story strives to serve the approximately 0.2 percent of children who aren't getting their needs met in their home district or at another special needs school that focuses on just one disability.

Public schools are responsible for thousands of children, Dr. Volosov said.

"How specialized can they become? We want to deal with the most serious and complex challenges that your children might have," he said.

There are students from seven local districts at the Monroeville facility. Professionals from local public districts recommend students for New Story, and, together with parents or guardians and New Story staff, form a team to monitor each child's progress.

The cost to attend the school is $180 a day which, along with transportation, is covered by the home district and/or a state-funded medical assistance program.

Since October 2008, the walls at New Story in Monroeville have been a soothing cream color. In some areas, there are children's painted handprints and crafts displayed, while in other rooms, the walls are blank to eliminate distractions and help the students focus.

"Every autistic child is different in how the disorder affects the neurological system," said Joe Eveges, clinical director at the school. "Some are sensitive to lights or sounds. Some don't have any sensitivity; some have hyper-sensitivity."

In a therapy room, there are motoring devices, including a large square swing that hangs in the center of four ceiling-high legs that support it. Children use the swing for the stimulation they need to calm them and return them to their academic work.

"The teachers mold their instruction to each child's needs," Mr. Eveges continued.

There are seven children in the elementary classroom, ranging from kindergarten to grade 3. Many are non- or semi-verbal and have a variety of needs.

There are pictures and words on the wall, listing, in order, the day's activities. Computer stations for academic work are on the opposite wall.

"They work on their academic level or a little bit below to try to get them their academics, so they can be put back into the public school and the behavior they need to be successful," said Elizabeth Wistuk, educational director of the school.

In the corner of the school's gym stands a trampoline, complete with screened-in sides for safety. One boy expertly glides across the floor on a small, four-wheeled, thick-foamed scooter, excited for "Mr. Joe" to watch how far he can go.

Parent Traci Jackson of Plum is pleased with the first daylong school environment for her 6-year-old son, Eric, who was diagnosed with autism at age 2.

"He loves it. ... He's doing well academically; we've seen a lot of changes. He's learning a lot."

Eric is considered nonverbal. His top priority, his mother said, is to improve his communication skills so that he can express himself once he transitions back to his local elementary school.

Ms. Jackson is able to enter her son's classroom or observe his speech or occupational therapy at any time. She said she has regular conversations, through weekly phone calls and notes home, with Eric's teachers about his progress.

"We work together to make sure all the things that we're doing in his outpatient speech, in his home environment, in his school environment are all consistent, so that he continues with that growth and learning," Ms. Jackson said.

There also is a classroom for middle and high school autistic students and a separate emotional support room for high school students with extreme behavioral issues. Ms. Wistuk said these children have caused repeated severe disruptions in their public school settings.

"They are usually able to transition back to their high school in about half [of a school year] to a year," she said.

Preparing for life in the local school's classroom is a goal stressed by all of the professionals at the school.

The school's website -- www.newstory.com -- says: "The best story that a child can write is one that includes returning to their home school -- giving them the opportunity to build upon their achievements and add to their 'New Story,' "

In its commitment to help children and families with special needs, New Story is reserving $50,000 from its annual budget -- $25,000 to be disbursed twice a year -- to help applicants purchase goods and services not covered by insurance or any other fund.

A family may receive up to $1,500 to help purchase items such as braces or hearing aids, or to cover tuition for a special needs camp, Dr. Volosov said.

There are two periods each year in which families may nominate themselves or be nominated by someone else. A New Story committee will review nominations and make selections. The current nomination period will end March 30.

For more information, go to www.newstory.com/fund.

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