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Easton Country Day School

Praxis ● Community ● Responsibility ● Integrity

Programs

High School

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Click here to view our School Information Presentation.

 

ECDS High School Program
ECDS HS Pic5 052417Easton Country Day School’s (ECDS) High School program strives to develop well rounded students capable of performing at the most competitive universities.  To accomplish this goal, we emphasize an individualized, comprehensive curriculum and courses that challenge students, in the same manner, they will be tested at the post-secondary level. We specifically strive to exchange the ‘rote task and worksheet-driven’ approach, long practiced at far too many institutions, for a methodology that focuses on critical thinking and thoughtful analysis. We aim to have our students both rigorously challenged and highly engaged. Indeed, we exclusively admit those students who make a real commitment to their academic and personal growth. Ultimately, ECDS seeks to prepare and graduate students capable of excelling–regardless of which path in life they may choose.

High School Mission Statement
Easton Country Day School is an independent, coeducational elementary school for students Pre-Kindergarten through Grade 12. ECDS was founded by educators who wanted the best possible academic and social foundation for their own children, in a learning environment where the values taught at home were echoed and strengthened. ECDS strives to enable our students to develop to their full potential; academically, morally, creatively and physically, our students are in an environment that fosters respect and loving kindness. We aim to promote excellence in individual academic achievement in keeping with our school motto “Responsibility, Integrity, Community, Praxis.” We cultivate mutual respect and kindness, as well as civic responsibility in a multicultural environment where we can encourage the development of competent, caring, and responsible human beings.

ECDS HS Pic2 052417We strive to accomplish our mission by:
• Keeping our classes small so that each student receives plenty of individual attention.
• Employing only highly qualified and remarkably dedicated teachers whose exceptional skills are put to their best use.
• Integrating multi-leveled courses, together with an individualized hands-on, problem-solving approach to academics.
• Maintaining an active partnership with parents in setting and adhering to standards of conduct and attitude that reflect well on our collective belief in social responsibility.
• Attracting a multicultural community with talents capable of responding to an educational experience while also celebrating their cultural differences.
• Providing a non-sectarian yet spiritual environment where parents and students honor their personal beliefs and those of others without fear of crimination.

Here at ECDS, parents and teachers work together to raise competent, caring, and responsible human beings as we celebrate our differences and encourage each child to strive for personal excellence.

Quick Facts about ECDS High School

• Located in the town of Easton, Connecticut
• Later start time than most high schools to align with the latest neuroscientific research on the adolescent brain (8:40 a.m.)
• Highly skilled faculty who scaffold work seamlessly to accommodate each student’s abilities and needs
• College preparatory high school programming (e.g. AP and UConn college-credited courses)
• A focus on individualized personal attention for each student
• Educational programming based and developed on research-supported models of teaching and learning
• Requirements are based on recommendations taken from the admissions criteria for Harvard University
• Ongoing input into educational programming taken from educators associated with top institutions (Harvard, Yale, Johns Hopkins, etc.)
• Graduates of ECDS attend colleges and universities across the country including Cornell, Yale, the University of Connecticut, and other top schools
• ESL program for International Students monitored through Sacred Heart University and designed to increase TOEFL scores significantly

Core High School Academic Requirements:
• Four credits of English (4)
• One credit Comprehensive writing component (1): Recommend minimum of two credits
• Three credits Social Studies (3): Distinct from History; World Religions, Psychology, Sociology, Philosophy, Human Justice
• Three credits of History (3): World History, US History, Civics included
• Four credits of Math (4): Recommended Algebra I & II; Geometry; Pre-Calculus and beyond (AP Calculus AB & BC and even Multi-Variable Calculus)
• Four credits of Science (4): Recommended Earth Science, Biology, Chemistry, Physics-with 3 Labs minimum and beyond (AP and UConn Physics, AP Biology, AP Chemistry)
• Three credits of World Language (3)
• Electives (minimum of 5): Enrichment activities can fulfill these requirements; Enrichment Activities Description

Additional Electives & Opportunities Available at ECDS High School
ECDS offers an array of leveled courses ranging from Introductory Levels to Honors, AP and even University of Connecticut College Credited Courses.  In addition to offering the core high school requirements, ECDS provides an individualized program that strives to offer unique courses that sets our students apart from other college-bound high school students.

Art Portfolio Course
This is an upper level course offered for serious art students who would like to pursue the arts at a post-graduate level.  Students undertake greater artistic challenges through the practice of sustained art-making involving more complex compositional, technical, and conceptual problems. By succeeding in this course, the student will make sophisticated decisions in their work with a technical understanding of materials and increased ability to articulate the significance of their art to others.

Bushcraft Course
Bushcraft is the acquisition of skills and knowledge to be able to thrive in the wilderness and natural environment. These skills include fire-craft, tracking, hunting, fishing, shelter- building, foraging, water sourcing, hand-carving wood, and rope and twine-making, among others.

Civil Engineering Course
This is a three credit University of Connecticut Civil Engineering class offered at ECDS. Topics covered include fundamentals of statics using vector methods, resolution and composition of forces; equilibrium of force systems; analysis of forces acting on structures and machines; centroids; the moment of inertia. At the end of this course, students will receive one high school science credit and three UCONN college credits.

Computer Programming Course
This course focuses on using the C programming language, and creates the foundational language for many other programming languages. By its nature, the C language puts the programmer in charge of the steps a computer must take to perform a single task. C is what is known as a “low level” language because it is not abstract and removed from the functions of the machine itself.  Because of this, the programmer will gain a keen understanding of how memory is used and how to efficiently write a program. The end goal is to use computer programming in a useful and creative way.

Electronics and Robotics Course
This is a STEM class that explores the world of Electrical Engineering by learning the basic concepts of electronics and robotics through lecture, labs, and student projects, culminating in an end-of- year robot design and function presentation. Layered on top of the daily learning, students experience life as an engineer and learn about the engineering design life cycle. By creating their own robot, students will take their project through each phase of this cycle. The robots that the students design will be required to complete a useful task. Students will also keep engineering journals to document their progress. This course will use several platforms for learning. Students will use various forms of analog and digital circuitry such and breadboards and components to learn circuit schematic and design, Arduino boards for electronics, VEX EDR robotics platform for robotic design, AutoDesk Inventor for mechanical design, and ROBOT C software for programming.

ESL – English Language Acquisition Course
ECDS partners with the Sacred Heart University English Language Institute to offer our international students an entirely online, individualized, professor-led, English language program of study. Our online program is a complete twelve-level English language course designed to orientate students to the culture of the United States, help them achieve their personal, academic and professional goals while recognizing and addressing each student’s individualized educational needs and cultural backgrounds. This program allows students to quickly acquire the English-speaking skills necessary in being admitted and successful at the post-graduate level.

Forensics Science Course
Forensics Science is an integrated science which applies the use of multiple scientific disciplines that assist in answering the investigation of criminal or civil questions of the law. In this course students use biology, chemistry, physics, and earth science to analyze and interpret evidence within the realm of the US legal system. It begins with an introduction to scientific inquiry and the process of forensic investigation and evidence collection. Then the knowledge of research is applied to the analysis of crime scene evidence such as trace evidence (hair, fiber, etc.), fingerprints, DNA, blood, handwriting, bones, and/or soil. Also, students study ballistics, how to determine time and manner of death, and drug identification and toxicology.

Horse Management Course
Through its relationship with local stables, ECDS offers a program in Horse Management. This course may be of interest to students with plans to pursue careers in veterinary science or other animal sciences. The program provides exposure to all aspects of horse care and management of a horse farm.

Kulturny Course
Kulturny is a course which, broadly, aims to orient students to adding a level of cultural sophistication to the principal subjects that are offered in private schools. In these days of rapid reactions, instant communications, and immediate rewards, Kulturny seeks to open doors to intellectual and cultural arenas not otherwise addressed in a school’s curriculum. As a subject it is primarily academic; it is as comprehensive as time allows, yet it is inevitably but an invitation to further exploration; it attempts to acquaint our children with some of the bases of Western culture. Overall, Kulturny aims to provide an amalgam of enjoyment and education that will adhere to each student by enriching their minds and hearts for life.

Screen Writing Course
This course is designed to take students through the full process of writing for film or television. It teaches the key craft elements of story structure, plot, scene development, characters, theme, genre, and dialogue, and shows students how they work together to create an emotional experience for the audience. Students will learn how to build their own story ideas while also being able to evaluate other scripts, both produced and written by peers.

School Field Trips (Monthly)
ECDS High School takes academic and community-building trips to various locations. Trips have included traveling to Washington DC, New York City, the Metropolitan Museum, Glass Blowing, Community Service, Zip Lining, Go-Karting, Ice Skating, Ski Trips, among others.

School Clubs (Offered During School Hours)
ECDS offers such clubs as STEM, Community Service, Film Club, Indoor Soccer, Human Rights, Robotics, Quiz-Bowl, among others. Students are encouraged to facilitate and help create school sponsored clubs that enrich the high school experience.

PreSchool & Day Care

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Little Phoenix: Easton Country Day School’s Early Childhood Program

Easton Country Day School provides a learning environment where the values taught at home are echoed and strengthened, and where the children feel safe and loved. We help our youngest students to develop towards their full academic, moral, creative and physical potential in an environment that fosters respect and loving-kindness. We aim to promote excellence in individual academic, social, and physical development.

Click here for the Pre-school Application.

Click here for the Day Care Application.

Little Phoenix is a comprehensive early childhood program that provides a curriculum rich with fun and exciting hands-on experiences. The atmosphere here is safe and caring, and we nurture each child’s ability to learn through play with a variety of developmentally appropriate activities. Our goal is to encourage independence, individuality, creativity and a positive self-image for every child in our care.

OUR CURRICULUM
Little Phoenix curriculum is designed to meet the needs of the whole child – social, emotional, physical, cognitive and creative. Weekly planning is done around monthly themes that stimulate the children’s awareness of the world around them and inspire their curiosity about the outside world. We introduce topics that will be part of their family and life experiences and provide activities and information to broaden their basic awareness of current events and the world at large.

In addition to these topics, each monthly program includes activities and information about safety. Children will gain basic knowledge on how to handle emergencies and how to keep themselves and their families safe.

We also work with the children on the fundamentals of self-control, handling conflicts, making friends, using good manners and developing sensitivity toward other people’s feelings and differences.

Information on specific themes and activities for children in the one-year-old program up through pre-school is included in the monthly newsletters. Infant planning is based upon the child’s individual developmental stages, and their activities will be conveyed to parents verbally through our “My Day” reports.

OUR PHILOSOPHY
We at Easton Country Day School feel that children should be treated as the unique individuals that they are. Each child grows at his/her own distinctive rate and style. At Little Phoenix, opportunities for academic, social and physical growth are developed according to recognized individual need. We provide an environment rich in academic opportunity while understanding that for children, play and learning are the same.

THE ROLE OF PLAY
Early education is most successful and least stressful for children who are allowed to develop fully in their play as well as their academics.   Play is essential in a child’s life. In play, children discover themselves and others, and, most importantly, they learn how to learn.   Play is the optimum learning relationship for a child. That’s because the best learners, at whatever age or stage of development, are those who are best prepared to handle unanticipated change.

As they explore, touch and wander, play helps children to acquire the basic feelings, ideas and capacities they need effectively absorb from and adapt to the ever-changing world. These skills will be with them for the rest of their lives.

Dr. O. Fred Donaldson, who pioneered the “Original Play” program and expanded it internationally, is also an ECDS Board Member. He urges parents and educators not to underestimate the power of play in promoting optimal physical, emotional, and cognitive development. Our children regularly participate in Original Play sessions. Please click here for more information on Original Play.

OUR STAFF
Mrs. Wendy Shambra-Katragadda, Managing Director of The Little Phoenix Pre-School and Daycare, is in charge of daily operations. Wendy has been with EDCS as a parent and Director for nine years. She meets weekly with the other Directors of the program, Mrs. Suellen Inwood and Mrs. Jody Smith, both of whom are also Directors of Easton Country Day School, to discuss programming. All three Directors meet with the Advisory Board once a month to discuss policy.

Little Phoenix staff consists of our Directors, head teachers, assistant teachers, Original Play specialist, art teacher, Mandarin teacher, movement teacher, music teacher and a part time Registered Nurse. All of our staff are dedicated to the education of young children and are committed to guiding them towards their optimal potential in a safe, nurturing environment.

PRESCHOOL
Our Pre-School program is fun and educational. Children learn developmentally appropriate social and cognitive skills. We use an interactive, multi-seasonal approach to teaching to make learning fun for the children. Our children prepare to become successful kindergarteners. Pre-school is from 9am-11:45am r 9am -1:15pm each day. Families may customize their schedule and choose which days and which times work best for them.

An extended day (the “Lunch Bunch”) is available at an additional fee. The Lunch Bunch meets until 1:15 PM, and food can either be purchased in advance or sent in by the parents. If you are busy at work, or need regular care after preschool hours, our Daycare Center is also available.

DAYCARE
Our Daycare Center is open from 7:30AM to 6 PM Mondays through Fridays, excluding holidays. We accept children aged six weeks to five years and offer flexible scheduling and part time care for working families. Parents can schedule two, three, four, or five full or half days per week. No drop-ins are allowed – all services must be arranged in advance.

Catered meals are available with advanced ordering.

Daycare tuition is available upon request.

Little Phoenix Highlights:
  –
Secured facility
  – Developmental assessment of each child with tailored annual goals and curriculum
  – Focused play-oriented learning activities in a theme based curriculum
  – Spacious classrooms
  – Experienced, professional, nurturing teachers
  – Specialty classes and teachers for Art, Spanish, Music, and Movement
  – Convenient times with extended days available to coincide with K-8 schedule or workday schedule or
other scheduling needs
  – Access to the main school for special events and community activities
  – Catered lunch can be purchased on-site
  – Directed play for each child, every day
  – Academic, social, behavioral and emotional learning through play
  – Creative projects and games
  – Field trips
  – Large gymnasium for gross motor development on rainy and snowy days
  – Large outside play areas and playgrounds
  – Kindergarten readiness
  – Life and safety skill instruction
  – and FUN, FUN, FUN!

Please call for a tour and additional information (203) 268-5073.

K - 8

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Grades K – 8
Intelligence, strong values and a solid work ethic allow our students to stand out and succeed in today’s world.  The curriculum at ECDS is designed to provide students with the skills and perspective necessary for them to achieve their highest potential. Using vertical integration, individualized programming, and a problem solving orientation, we provide an exceptional learning environment.  While we have established consistent performance standards and evaluation criteria, we are constantly reviewing programs and goals to insure that our curriculum remains up to date and innovative.

Mathematics
At the core of our math curriculum is the belief that in order to embrace mathematics as an essential building block of life, students need to experience and use mathematical concepts on a daily basis.  At ECDS students are immersed in the language of mathematics with an emphasis on higher order thinking skills.  The Saxon program provides the support for our curriculum.  Over the course of study students will:
1. Use a variety of strategies in the problem solving process.
2. Understand and successfully apply basic and advanced procedures while performing computations.
3. Understand and appropriately apply basic and advanced concepts of measurement.
4. Understand and appropriately apply basic concepts of:
a. Geometry
b. Algebra
c. Data analysis and distributions
d. Probability and statistics

5. Make mathematical observations and understand math as integral to daily life
6. Use higher order thinking skills of analyzing and synthesizing
7. Will learn to think, write and discuss using the language of mathematics

Easton Country Day offers math curriculum up through high school Geometry.

Reading/Literature
Research shows that professionals must be familiar with a wide range of instrumental methodologies when teaching reading. Each child has a unique learning style and the instruction needs to be flexible enough in their teaching to meet each child’s needs.  At ECDS the teachers are well versed in numerous approaches to reading including a variety of Phonics systems and Literature Based Instruction.  Our goal is to develop lifelong readers who use critical thinking skills to comprehend literature in a variety of genres.  Over the course of study students will:
1. Demonstrate competence in the skills and strategies of the reading process.
2. Demonstrate competence in skills and strategies for reading literature.
3. Demonstrate competence in applying the reading process to specific types of literary texts.
4. Demonstrate competence in applying the reading process to specific types of informational texts.
5. Demonstrate competence in using different information sources, including those of a technical nature, to accomplish specific tasks.
6. Demonstrate a familiarity with literary works

Writing
One of the primary mediums for communicating knowledge within academic circles is the written word.  At ECDS it is of the utmost importance that students develop exemplary writing skills.  Each core subject area requires the student to be proficient in one or more specific styles of writing.  Students are required to develop the skills necessary to become, versatile, flexible, interesting writers.  Over the course of study students will:
1. Demonstrate competence in the general skills and strategies of the writing process.
2. Demonstrate competence in using a variety of styles of writing.
3. Consistently use appropriate grammar and mechanics when composing.
4. Effectively gather and use information for research purposes
5. Will use the written word to effectively communicate ideas and knowledge

Science
At ECDS exploration, experiments and research are integrated into the curriculum so students can explore the connections between the natural world and science.  Students use prediction, observation, comparison, classification, measuring and discussion to analyze these experiences and communicate their results in both class discussion and reports. Teachers guide students through a multitude of challenging experiences to lay the foundation for scientific thinking as they relate concrete experiences to abstract concepts.  Over the course of study students will:
1. Understand the basic features of the earth and its processes.
2. Know the essential composition and structure of the universe and earth’s place in it.
3. Understand genetics as the building blocks of life.
4. Know the structure and functions of cells in organisms.
5. Understand how species depend on one another and their environment for survival.
6. Understand the basic concepts of evolution.
7. Know the basic concepts regarding the structure and properties of matter.
8. Understand energy types, sources of energy, conversions, and the relationship to heat and temperature.
9. Understand the metric system and be able to use it as needed.
10. Understand motion and its principles.
11. Know the relationships that exist between objects and atoms.
12. Understand the nature of scientific knowledge and inquiry.
13. be able to perform experiments, develop conclusions, and write about the results.

Achievement of the above goals will be determined through success on chapter tests, lab work, finals, and the transference of knowledge to day to day activities.

Students in the Middle form will take Earth Science in the 6th grade and Biology, Physics and Chemistry in the 7th and 8th grades.

Social Studies/ History
Cultural diversity and understanding cultural perspective is an integral part of Easton Country Day School. Understanding the interconnectedness and interdependence of national history, world history and current events is the main focus of our history curriculum.  Our younger students immerse themselves in cultural studies.  They learn to compare and contrast local, state and federal government both past and present as well as explore the cultures and governments of many countries of the world. At the middle school level the students receive in-depth knowledge of the USA and Europe from a historical perspective.  As they learn how and why the world got to be the way it is they begin to compare and contrast decisions made by past political figures and those made today. Over the course of study students will:

Kindergarten- Grade 4
1. Understand the concepts of families and communities as they live and work together.
2. Understand that there are many different cultures in our country as well as around the world.
3. Understand the history of the United States, including an awareness of different states, cultures, demographic principles and values, and the cultures that contributed to its development.
4. Understand the history of Connecticut from Pre-colonial times to the present.

Lower form units will cover Native American studies, China, Medieval times, Africa, each students country of origin, and ancient history.

Grades 5-8
Through the use of class textbooks, projects and report writing, and hands-on activities, students will:
1. Demonstrate an understanding of the following periods of United States History (towns, religion, warfare, politics, culture, economics, etc.):
a. Pre-colonial times (- 1620)
b. Colonization (1620 – 1763)
c. Revolutionary times (1763 – 1820)
d. Expansion and reform (1820 – 1860)
e. Civil War and Reconstruction (1860 -1877)
f. Industrial United State (1870 – 1900)
g. Early 20th Century
h. The Great Depression and WWII (1929 -1945)
i. Post-war United States (1946-1970)
j. Contemporary United States (1968 – 1999)

2. Demonstrate an understanding of the following periods in World History (religion, culture, warfare, politics, economics, etc.) through the study of the countries of the world:
a. The beginnings of human society
b. Early civilizations (10,000 BCE to 4000 BCE)
c. Empires, religions, traditions (4000 BCE to 300 CE)
d. Global expansion (300 CE – 1770 CE)
e. Age of Revolution) 1750 CE – 1900)
f. The 20th Century

3. Demonstrate an understanding of the following periods in European History (religion, culture, warfare, politics, economics, etc.)
a. The Dark Ages
b. Medieval times
c. Renaissance
d. Age of Exploration
e. Industrial Revolution

4. Demonstrate an understanding of Civics:
a. What a government is and what it should do
b. What a democracy is and how it works
c. What the US Constitution is, how it was established, and how it works
d. Understand the importance of sharing values, beliefs and participating in American democracy
e. Understand political parties, campaigns, and elections, in American politics
f. Understand the meaning of citizenship in this country and the responsibilities it carries

Achievement of above goals will be determined through success on chapter tests and finals, class projects, research and report writing, and verbal communication of knowledge at the social studies fair

Geography
1. Understand the characteristics and uses of maps, gloves, and atlases.
2. Understand the concept of latitude and longitude lines.
3. Know the location of places and geographic features.
4. Understand the concept of regions and spheres.
5. Understand the spatial organization of the earth’s surface.

Computer
In the ever changing world of technology the computer curriculum at ECDS focuses on the essential knowledge and skills that students need to be lifelong, responsible learners in the area of technology. We strive to educate our students to be knowledgeable of computer programs (Excel, PowerPoint, and Word etc.), keyboarding, flexibility and creative problem solving are essential tools.  Over the course of study students will:
1. Understand the characteristics and uses of computer hardware, software and operating systems.
2. Master keyboarding
3. Use software programs that include; Microsoft Word, Excel and Power Point
4. Be able to use the internet as a research tool
5. Understand internet etiquette and rules of safety

Gifted Education
Former US Commissioner of Education Sidney P. Marland, Jr. stated,

“Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance.  These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.” (Marland 1972)

At ECDS we recognize that there are highly gifted students who need additional programming to meet their educational needs. While vertical integration allows for them to learn at the appropriate grade level, they need additional time to meet in small groups and explore topics at a more in depth level. We have 2 groupings of gifted students based on age. The Juniors program runs from K to 4th grade and the Senior level is for grades 5 to 8. Three additional classes are offered to each group and each class meets twice week. The Humanities class offers exploration of literature and writing at a complex level. Many of the selections are chosen for their social context and discussions center on integration of themes into their daily lives. Project Classes are a time for them to delve into projects that interest them.  Examples are the study of the inventions of Leonardo Davinci (and creating their own) or building robots with Lego Mindstorms.

Student Identification
Students will be selected on the basis of their composite scores on intelligence and achievement tests as well as recommendations from teachers and outside professionals.  Assessments must measure diverse abilities, talents, strengths and needs.   Psychological evaluations used to determine eligibility should include recommendations based on the findings.  An assessment of social competence must be included.

Individualized Program Plan
An individual program plan will be developed for each student.  Each plan will reflect the gifted learner’s interests, learning style, strengths and needs.

Academic Curriculum
Students will be evaluated for individual placement within curriculum.  Placement will be based on ability rather than age/grade.  Students in the gifted program will develop skills in critical and creative thinking, problem – finding/solving, logic and independent research.  Academics will be provided in a combination of small groups, large group and individual learning sessions.  If appropriate, students will take courses at accelerated levels and if necessary at an accelerated pace.  Programming designed to develop problem solving/ research skills will be provided in a small group setting as grouping students together allows them to learn from and challenge each other.

Socio-Emotional Curriculum
It is imperative that students placed in the gifted program work on social-emotional/community goals as well as academic goals.  Upon entering the gifted program social-emotional goals and objectives will be determined and included in the individualized education plan.  Special attention will be placed on non-verbal communication skills, development of emotional intelligence and group dynamics/interaction skills.  A gifted child must be able to share their knowledge with others in an effective way in order to be successful members of the community.

Assessment
Individual teachers will develop assessments for specific subjects.  At the end of each year the ERB’s (Educational Records Bureau) will be given as a guide to overall achievement.  It is recommended that the students participate in the John Hopkins Center for Talented Youth Program and take the SCAT test or SAT’s to further assess academic growth.

Professional Development
Outside recourses will be actively sought out to provide programming guidance and education for the staff working with these students.  The school will provide funding for teachers to participate in staff development designed specifically for gifted learners.  A network of professionals who will provide knowledge and support to staff will be developed so advice and ideas can be exchanged on an on-going basis.

Gifted students will also participate in the arts programming available at Easton Country Day School.  This will include drama, fine arts and music.  Physical Education and Spanish will also be offered.

ECDS’s motto is Responsibility, Integrity and Community in Praxis.  The goal of the Gifted Program is to develop highly motivated, talented, flexible learners and teachers who can participate in and enhance the community at large.

Praesto Preparatory School

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Praesto Preparatory: Gifted Education Programming Objectives

Student Identification: Students will be selected on the basis of their composite scores on intelligence and achievement tests as well as recommendations from teachers and outside professionals. Assessments must measure diverse abilities, talents, strengths and needs. Psychological evaluations used to determine eligibility should include recommendations based on the findings. An assessment of social competence must be included.

Individualized Education: An individual education plan will be developed for each student. Each plan will reflect the gifted learner’s interests, learning style, strengths and needs.

Academic Curriculum: Students will be evaluated for individual placement within curriculum. Placement will be based on ability rather than age/grade. Students in the gifted program will develop skills in critical and creative thinking, problem — finding/solving, logic and independent research. Academics will be provided in a combination of small groups, large group and individual learning sessions. If appropriate, students will take courses at accelerated levels and if necessary at an accelerated pace. Programming designed to develop problem solving/ research skills will be provided in a small group setting as grouping students together allows them to learn from and challenge each other.

Classes: In addition to vertical integration which allows us to place our gifted students in high level mainstream classes (including high school classes for those students who need that level of curriculum), the gifted program also offers 2 classes which meet 2 days a week each. These classes provide an opportunity for our gifted students to meet with each other and work together on projects and/or curriculum which focus on higher level thinking skills.

Humanities: While the focus of these classes changes from year to year the students spend time analyzing classic literature as well as discussing and researching concepts and ideas such as designing a country which involves and in depth look at governments, economics, infrastructure etc.

Science and Math: Again the focus of these classes change from year to year as well but curriculum focuses on developing research methodology, problem solving and team dynamics. Each year culminates with an “Invention Convention” which highlights the work done over the course of the year.

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What is the Arrowsmith Program?

Arrowsmith Program refers both to the Arrowsmith Program methodology and also to the affiliated organizations that make the Arrowsmith Program available to public and private schools in Canada, United States, Australia and New Zealand.

The Arrowsmith Program is founded on neuroscience research and over 30 years of experience demonstrating that it is possible for students to strengthen the weak cognitive capacities underlying their learning dysfunctions through a program of specific cognitive exercises.

The Arrowsmith Program deals with the root causes of the learning disability rather than managing its symptoms. Students become effective learners without having to compensate for their learning disabilities.  Their ability to perform complex tasks is improved when the weak cognitive areas are strengthened.

The program has proven effective for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia.

The Arrowsmith Program has proven successful with students in elementary school through to post-secondary school and with adults. Elementary school students return to a full academic curriculum at their appropriate grade level following the completion of a three or four year   program.

The goal is for Arrowsmith students to become effective, confident and self-directed learners for life and to enable them to achieve their goals of academic and career success.

The Typical Student in the Arrowsmith Program . . .
1. Is of average or above average intelligence

2. Has a combination of the learning dysfunctions described on this page.

3. Does not have severe intellectual, cognitive, emotional or behavioral dis­ orders that would significantly affect his or her ability to participate in the Arrowsmith Program.

4. Does not have acquired brain injury or an autism spectrum disorder.

5. Is of elementary, secondary or post-secondary school age.

Learning Dysfunctions:
1. Motor Symbol Sequencing
2. Symbol Relations
3. Memory for Information/Instructions
4. Predicative Speech
5. Broca’s Speech Pronunciation
6. Symbolic Thinking
7. Symbol Recognition
8. Lexical Memory
9. Artifactual Thinking
10. Supplementary Motor

How Does It Work?
The Arrowsmith Program is delivered in a school setting by trained teachers. The Arrowsmith Program is available only to public and private schools.

The cognitive programs are delivered in three formats:

1. Computer exercises to strengthen the ability to reason, use logic, and comprehend, as well as exercises for strengthening numeracy skills, reading, and visual memory for symbol patterns and face and landmark recognition

2. Auditory exercises to improve short and long term auditory memory, phonemic memory, oral and written output and vocabulary development and to increase the ability to hold and process information (working memory)

3. Pen and paper exercises that improve the cognitive capacities required for motor skills related to the mechanical aspect of writing, skills required for written communication, organization and planning, executive function, and skills required for non-verbal communication

Who Is the Founder?
Barbara Arrowsmith Young3_300pxwThe genesis of the Arrowsmith Program of cognitive exercises lies in Barbara Arrowsmith Young’s journey of discovery and innovation to overcome her own severe learning disabilities, a description of which appears in the article, Building a Better Brain or in Chapter 2 of the book, “The Brain That Changes Itself” by Dr. Norman Doidge.

Diagnosed in grade one as having a mental block, which today would have been identified as multiple learning disabilities, she read and wrote every­ thing backwards, had trouble processing concepts in language, continuously got lost and was physically uncoordinated. Barbara eventually learnt to read and write from left to right and mask a number of the symptoms of her learning disabilities through heroic effort, however she continued throughout her educational career to have difficulty with specific aspects of learning.

Barbara Arrowsmith Young holds both a B.A .Sc. in Child Studies from the University of Guelph, and a Master’s degree in School Psychology from the University of Toronto (Ontario Institute for Studies in Education). After her undergraduate studies were completed Barbara worked as the Head Teacher in the lab preschool at the University of Guelph for two years where she began to observe learning differences in preschool children.

For more information on the Arrowsmith Program click here.

After School

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Run by our Preschool Director, Wendy Katragada, we offer after-school supervision and many activities for children of all grades. The program provides outdoor playtime, quiet homework time, arts and crafts, ball games, FoosBall, Air Hockey, snacks, contests, movie “nights” and more.   All children are welcome!

This is available as an everyday service, or on a drop-in, “I’m in the mood to stay today” basis. It’s a great place for kids to socialize, ask for homework help, participate in games, get some fresh air and exercise while their parents are at work or even just running a bit late.

The service runs from 3:15pm – 5:45pm Monday through Friday.

Field Trips

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Field trips are an essential part of learning at ECDS. From the time they are very young, our students become accustomed to the concept of a wider classroom. Kindergarteners head to the YMCA for weekly swimming lessons, the Downtown Cabaret several times a year, and many other destinations.

As they grow, we continue to bring students out into the community for a wide range of hands-on experiences.

The following list is a sampling of our outings:
- Audubon Society Nature Facilities
- Boston Science Museum
- Broadway, NY
- Capitol Buildings, Hartford
- Discovery Museum
- Fairfield beach
- Fire Department
- Garbage Museum
- Gettysburg, PA
- Howe Caverns
- Manatee Trip (Naples, FL)
- Maritime Center, Norwalk
- Metropolitan Museum of Modern Art, NYC
- Mystic Seaport
- Natural History Museum, NYC
- Peabody Museum, Newport, RI
- Philadelphia
- Plymouth, MA
- Putnam Park, Redding
- Radio City Music Hall, NYC
- Salem, MA
- Silverman’s Farm
- Sleepy Hollow, NY
- Statue of Liberty & Ellis Island
- Sturbridge Village, Sturbridge, MA
- University of Bridgeport, Geology Dept.
- Washington, DC (Mt. Vernon)

 

 

International Students

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Home and School Program for International Students

Easton Country Day School has developed a program for students from overseas that focuses on both academics and cultural immersion.  In addition to the core academic program ECDS offers the opportunity to specialize in selected areas of enrichment that will help to deepen knowledge in specialty areas while simultaneously providing cultural immersion.  Students will be placed with host families so that they are able to gain further exposure to the American cultural experience and English language.

Tuition for International Students:

• Tuition for the full program is $35,000 per year for international students.  ESL online course is included and provided to all International students in partnership with Sacred Heart University.
• Homestay assignments are provided to our International students through our partners.  We work with each student to ensure that our partners match students with families.

 

What we offer:

  • ELLs within a single classroom can be heterogeneous in terms of home language proficiency, English proficiency, previous experience in schools, and time in the U.S. To address this, we offer very small ELL classes with instruction tailored to the individual.
  • Instruction focuses on providing discipline-specific practices which are designed to build conceptual understanding and language competence in tandem. Learning is a social process that requires teachers to intentionally design learning opportunities that integrate reading, writing, speaking, and listening within the practices of each discipline.
  • Literature and Writing courses modified to focus on building skills in areas within the English discipline to simultaneously increase English proficiency and prepare students for success in mainstream English courses as they continue their education through college.
  • Weekly intensive TOEFL test prep classes focusing on reading, listening, speaking, writing skills, and test-taking strategies needed to improve test scores to meet the high standards of American universities.
  • Courses designed to ease the transition from overseas to America by providing an understanding of how to succeed within the American educational system, as well as a general introduction to American culture.