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Ashley Bennett is in her first year as Director of School and Services at New Story Schools Wyomissing. We met with Ashley to learn more about her path to the role, what she values most in a school community, and what families and district partners can expect as Wyomissing continues to build a consistent, supportive student experience. 

Q: You’re in your first year as Director of School and Services at Wyomissing. What brought you to this role? 
A: I have worked in special education for a long time, and I have held a few different roles across classrooms and leadership. My first teaching job was with adolescents with significant emotional needs, and that early experience shaped how I think about support, structure, and relationships. I have also supported families through advocacy work which gave me another perspective on what families need and the types of challenges districts are facing. I started in this role on July 1, and Wyomissing felt like the right fit professionally and personally. 

Q: What drew you into special education, and what keeps you motivated in this work? 
A: When I was an undergraduate, I thought I wanted to go to law school. I was always really interested in special education law, but I figured I would take a little time before applying. Teaching wasn’t my original plan, but I found my way into the classroom and quickly realized it was the right path for me. I care a lot about making sure students have the right supports and that the adults around them have what they need to help them grow. I feel this type of work gives me the chance to make a real difference for people.  

Q: For families and districts who are new to New Story Schools Wyomissing, how would you describe what you offer? 
A: We serve a specialized population and have a wide range of learners. We have a whole gamut with 10 classrooms, including life skills and academic classrooms. What makes the difference is that we have the staffing, routines, and expertise in place to support students consistently and respond to individual needs. We can provide the structure that helps students access learning and make progress. 

Q: What does meaningful, day-to-day support look like for students in your building? 
A: Support can look different for different kids and it can change depending on the day. We have some kids who like to lay on the floor, but that doesn’t mean they’re not listening. Sometimes a student needs a different position or a different way to regulate and we can provide that so they can be present for instruction. We also have students who need routines that help them feel comfortable and ready to learn. If something helps a student feel grounded and they can still participate and make progress, we work with that! 

Q: Wyomissing serves a wide range of learners. How do you make sure programming stays individualized and consistent? 
A: We have a low student to teacher ratio which allows us to individualize in a meaningful way. We also have strong supports in place including behavior consultants who have a vast knowledge base. When you have the right staffing and the right expertise, you can respond to students as individuals while still keeping expectations and routines consistent. That consistency is important for kids as it helps them feel secure during the school day. 

Q: What have you focused on in year one to strengthen academics and consistency across the building? 
A: I have focused on building consistency in how we run academics and how we plan. Having clear schedules and regular planning helps everyone stay aligned. We have strengthened expectations around weekly lesson plans and weekly schedules so we can make sure instruction is intentional and connected to student goals. I want students to know what to expect and I want staff to feel supported and prepared, because that is what creates a steady learning environment. 

Q: What is the ultimate goal for students, and how do you define success along the way? 
A: The goal is always to help students make progress and move toward the setting that fits them best. For many students, the goal is to get them back to their home district and learn with their typical peers, when appropriate. But that is not a requirement. If they’re doing well here and want to graduate from New Story Schools, we offer that as well. Success is student growth, student stability, and students gaining skills that help them in school and beyond. 

Q: Looking ahead, what is your vision for Wyomissing and for partnering with districts and families? 
A: I want to continue building strong relationships with districts and families because those partnerships matter. I know the process from the district viewpoint which helps me understand them from the school’s perspective. I also want to keep strengthening the quality of our student planning. There is a lot of support needed around writing Individualized Education Plans (IEPs) and writing goals that are measurable in terms of data. When goals are clear and measurable, progress is clearer, and it helps everyone stay focused on what the student needs. 

Ashley’s focus is centered on what students experience every day, consistent academics, individualized support, and strong collaboration with families and district partners. Her vision for Wyomissing is grounded in creating a steady, supportive environment where students feel understood and can make meaningful progress. She is looking forward to continuing serving our Wyomissing families and district partners! 

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