The Kindergarteners We Serve
Assets students have average to above average language comprehension abilities because language is foundational to everything we do. The student must also be relatively independent and not require a high degree of teacher attention and support in order to be productive in the classroom. This is especially relevant to students with diagnoses of Attention Deficit Hyperactivity Disorder or Autism Spectrum Disorder (mild, as with Asperger’s). The student should be able to regulate his/her emotions and behaviors or be amenable to support, but not to the extent that that child’s needs distract from the needs of others
Given the abovementioned foundational requisites, we work with students who:
- are intellectually advanced and need to be stimulated at that level irrespective of academic skill levels
- are academically advanced and need to be challenged at high levels in order to remain engaged as learners
- struggle with readiness skills in reading, writing and/or math
- Reading readiness skills include independently looking at books, pretending to read using pictures, and recognizing the following: signs in everyday situations, rhyming words, some upper and lower case letters and common words, some letter sounds. Also, linking sounds to letters and naming colors, numbers, and letters.
- Writing readiness skills include attempting to “write” by scribbling or drawing, asking adults to scribe notes or words in order to communicate with others, recognizing own name in print, attempting to write own name, using a proper tripod grip, and copying letters in a reasonable amount of time.
- Math readiness skills include understanding and applying concepts pertaining to size and quantity (i.e., bigger, smaller, less, more, same), recognizing patterns and sorting by size, shape, and color, counting four to 10 objects with one-to-one correspondence, recognizing some numerals, distinguishing numerals from letters, recognizing the relationship between quantity and numeral, and naming some numbers and colors.
Some of these students also:
- struggle with slow processing speed and need the gift of time to catch on or respond
- struggle with working memory and need information delivered in smaller chunks, optimally with visual cues or in a multisensory fashion
- struggle with executive function skills such as managing time and materials, prioritizing, problem-solving, and following multistep instructions or routines
- struggle with mild forms of anxiety, depression, or social skills challenges
We recognize the role social and emotional development plays in academic achievement and therefore provide a program that seeks to integrate equally the academic, social, and emotional needs of our students.
We do not have the professional expertise to support students who are English Language Learners, visually or hearing impaired, have low IQs, or significant social, emotional, or behavioral issues.
We do not offer speech/language therapy, occupational therapy, physical therapy, therapeutic counseling, educational aides, or social skills training.