Welcome to the Lower School where children begin their journey toward becoming joyful, lifelong learners. Since the school’s founding in 1966, our community has come together to educate children in an environment that challenges and inspires. We are constantly reflecting upon how we teach and why we teach the way we do with the same spirit and passion that we hope to convey to our students.
Our talented faculty and staff are passionate about creating authentic learning experiences that are child-centered and personalized. Guided by what research tells us are best practices, we prepare Lower School students through a rich, inquiry-based program from PreKindergarten for three- and four-year-olds through Grade 5. Teachers guide student inquiry through dynamic lessons that are experiential and child- centered, and they empower students to problem-solve across subject areas.
The Lower School curriculum is standards-based and delivered using best instructional practices with research-based resources. At the foundation of our program are the core academic areas of literacy (reading, writing, and phonics), mathematics, science, and social studies. We believe that art, counseling,music, and physical education are also vital to educating the whole child. We embrace the well-known benefits of language learning by providing instruction in Croatian and a choice of French or German. We also believe in the power of inculcating in our children a sense of responsibility for the world around them through our service learning program. To support their learning, students have access to an extensive library collection and a range of technology devices.
The early childhood program begins with our PreKindergarten program for children who are three- and four-years-old. Teachers design learning experiences inspired by the Reggio Emilia approach, emphasizing children's natural curiosity and their desire to learn. Providing the foundation for the PreK curriculum are the New York State Prekindergarten Early Learning Standards that articulate the expectations of what children can learn and do as a result of instruction that is personalized, differentiated, culturally and linguistically relevant, and context-based.
As the foundation for learning in K to Grade 5, the curriculum is grounded in standards frameworks provided by groups such as American Education Reaches Out (AERO), Next Generation Science Standards (NGSS), College, Career, and Civic Life (C3) Standards, the National Coalition for Core Arts Standards (NCCAS), and the Society of Health and Physical Educators (SHAPE) to guide curriculum development.
We recognize that academic, social, and emotional growth are intertwined and mutually reinforcing. Traction in a subject area takes place when children trust their teachers and classmates and when they feel free to take intellectual and social risks. Likewise, the greatest social and emotional growth takes place when children feel intellectually capable and engaged by a rich and challenging curriculum. We follow the Responsive Classroom approach to foster safe, joyful, and engaging classrooms. In addition, our counselor leads weekly lessons in the homerooms using such resources as CharacterStrong, an evidence-based, multi-tiered program that supports whole child success, and the Second Step child protection unit.
In the AISZ Lower School, we know that caring for the academic, emotional, moral, and physical learning needs of a group of children is complex. For this reason, we are committed to a collaborative and holistic team approach to problem identification and the design of interventions that will enhance student learning. The broad areas of support provided include English as an additional language (EAL), learning support, and counseling. In addition, we utilize a multi-tiered system of support to allow us to identify struggling students early and intervene quickly. In the Lower School, targeted intervention time is called Tip Top Time, and it is built into the schedule every day.
As an educator and as a parent, I believe in the power of inculcating in our children a sense of responsibility for the world around them and for each other; it is their leadership and stewardship that will shape the future. Now more than ever we have a responsibility to educate and develop the global citizens of tomorrow. With our community’s international outlook and rich, cultural diversity, we are well- positioned to prepare our children for this role. I invite you to join us on this journey where learning knows no bounds.
