The Students We Serve
Assets students have average to above average language comprehension abilities because language is foundational to everything we do.
Given the above mentioned 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 basic phonics, word reading accuracy, fluency (accuracy, speed, phrasing), and/or reading comprehension secondary to word reading problems or memory issues
- struggle with handwriting, spelling, and/or getting thoughts on paper effectively (e.g., grammar, syntax, sentence/paragraph construction, organization)
- struggle with math computation and/or problem-solving.
Some of these students also struggle with:
- slow processing speed and need the gift of time to catch on or respond
- working memory and need information delivered in smaller chunks, optimally with visual cues or in a multi-sensory fashion
- executive function skills such as managing time and materials, prioritizing, problem- solving
- mild forms of anxiety, depression, or social skills challenges
- ADHD or are on the very mild end of the autism spectrum, but are able to regulate their emotions and behaviors such that their needs do not distract from the needs of others.
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, have visual or hearing impairments, have low IQs, or significant social, emotional, or behavioral issues. In the high school, students must express a desire to be a part of the program.
We do not offer speech/language therapy, occupational therapy, physical therapy, therapeutic counseling, or social skills training.