About Delaware Valley Friends School
Delaware Valley Friends is a coed Quaker, college preparatory school for bright students, grades 3-12, who struggle with reading, writing, math, memory, processing, ADHD, executive functioning, and other learning differences.
At DVFS, we honor creativity and the unique mind and talents of each individual - encouraging students to maximize their potential to learn, build self-esteem and come to appreciate their unique differences. The belief in each person's inherent worth brings a quality of caring, respect to the interactions among students and teachers, teachers and staff, parents and teachers.
PROVEN, EVIDENCE-BASED CURRICULUM
Delaware Valley Friends delivers a rigorous college preparatory curriculum using evidence-based instructional methods and innovative assistive technologies to help students build the skills they will need to become successful adults and life-long learners. Our teachers are education specialists with unparalleled expertise in developing and delivering a program designed to help students with learning differences make academic progress in every class across the curriculum.
OUR EXPERIENCED FACULTY
Our faculty's expertise and experience is unparalleled and unmatched. DVFS is accredited by both IMSLEC & IDA, which are the highest standards in multi sensory language & literacy education. This is a strong signal to parents and professionals alike that our reading and writing remediation program has achieved the highest level of teaching and teacher training excellence. [MORE]
SKILLS FOR COLLEGE AND BEYOND
The benefits of a skills-based curriculum, where the tools and strategies are not only explicitly taught but also consistently used reinforced in each content area, become clear when students move on to college and the workforce. Strong reading, writing, analytical, executive function and study skills serve our graduates well regardless of the college or work path they choose. At Delaware Valley Friends School, students learn to understand and to believe in themselves. They also learn how to articulate the nature of their learning differences and ask for what they need to succeed when necessary.