LOWER SCHOOL ACADEMICS

Our Lower School program provides academic and psychosocial learning for students in grades 2-5. As students transition from their early elementary years, considerations are taken to structure our 2nd and 3rd grade classrooms in a manner that continues to include routines that are familiar while enhancing instructional content and opportunities to grow in developmentally appropriate areas of independence. Similarly, as students approach later elementary years and the transition to middle school, programmatic aspects include continued development of executive functioning, problem solving, and social-emotional regulation skills in order to prepare for increased schooling demands and flexibility in learning environments. 

 

CLINICAL & PSYCHOSOCIAL INTEGRATION 

A Quad Prep classroom in the Lower School always includes a team of academic teachers and a clinically supervised psychosocial teacher, whose job is to act as liaison with the clinicians working with each class. As such, they coach students to carry out strategies developed with their clinical team, to address skill building in areas including, but not limited to, self-regulation, executive functioning, and social competencies. 

In the Lower School, psychosocial teachers, in collaboration with clinical staff members, conduct bi-weekly group psychosocial lessons that explicitly teach social-cognitive and executive functioning skills. Concepts are aligned with the academic curriculum and monthly cultural themes so that all teachers can reinforce them in real time and continue to coach the skills learned. Our psychosocial and clinical team also identify monthly psychosocial themes to provide a framework for learning social-emotional concepts; samples of monthly themes include community, citizenship, cause and effect, and gratitude. 

 

Our clinical team members also provide integrated services and real-time social-emotional learning opportunities for students, in addition to targeted individual or small-group sessions outside of the classroom or daily routine. Occupational therapists and speech-language pathologists partake in building classroom routines around snack and lunchtime, providing both explicit lessons and ongoing support to help develop students’ awareness of mealtime hygiene, executive functioning skills, and social aspects that are inherent with this daily activity. Counselors join psychosocial lessons or social learning groups to provide in-the-moment support in the development of problem solving or emotional regulation skills, and speech-language pathologists co-lead ELA lessons to further support areas of language-based learning. These few examples exemplify the collaborative, integrative, and flexible nature of clinical and psychosocial interventions at our program.

 

ACADEMICS

At the Quad Preparatory School, students actively participate in engaging learning experiences on a daily basis. Our rigorous and dynamic program provides a strong foundation in language arts, mathematics, science, social studies, visual and performing arts, applied computing and engineering, as well as social-emotional learning.

 

Our highly talented teachers know students deeply and personally, and instruction is personalized based on student interest and ability. Quad Prep students enjoy a multitude of programs that meet their individual needs while nurturing growth in working with others. Academic teachers work closely with the psychosocial teachers in order to ensure that children’s academic and social-emotional needs are met.

 

At the start of each school year, students are assessed for literacy and math skills. Singapore Math provides our assessment in the area of mathematics; three times a year, including once at the beginning of the school year, teachers use Fountas and Pinnell Benchmark Assessment Systems to determine reading levels with regards to both decoding and comprehension abilities. In late spring, students are assessed using NWEA MAP Growth Assessment which is an adaptive diagnostic assessment. This assessment allows educators to see what skills and knowledge have been mastered, and what each student is ready to learn next. Diagnostics assessments, along with psychosocial and neurological documentation, are reviewed to provide appropriate instruction, pacing, content for our students and drive initial expectations. All newly enrolled students participate in the NWEA MAP Growth Assessment in the late spring or during the summer prior to beginning their first school year at Quad Prep, or during the first few weeks of school. 

 

Our curriculum is rooted in programs designed for high-ability learners. Language arts and social studies classes feature units developed at The Center for Gifted Education at The College of William and Mary. Our science program is driven by Mystery Science units that emphasize inquiry-based, hands-on learning, while Singapore Math provides the framework for our mathematics program. Differentiation and personalization, meanwhile, is supported through the use of the Renzulli Learning program developed at the Renzulli Center for Creativity, Gifted Education, and Talent Development at the University of Connecticut.

 

English & Language Arts

  • Units developed by The Center for Gifted Education at The College of William and Mary focusing on figurative language (grade 2); change and exploration (grade 3); cyclic patterns of change, multiple perspectives, time, and interacting with literature (grades 4-5)

  • Affective reading, using literature for social-emotional learning

  • Writing across genres, including personal narratives, realistic fiction, persuasive essays, research writing, poetry, fantasy, and short stories

  • No Red Ink grammar program

  • Fundations (grades 2-3) and Spectrum (grades 4-5) Word Study Programs

  • Story Grammar Marker for written and oral narrative expression

  • Wide range of novels based on student interest and ability

 

Investigative Social Studies

  • Units developed by The Center for Gifted Education at The College of William and Mary focusing on ancient civilizations (grades 2-3) and U.S. history (grades 4-5)

  • Emphasis on thinking like historians

  • World cultures and geography

  • New York State and city history and geography (grades 4-5)

  • Map skills

  • Economics and financial literacy

  • Civics and government

  • Current events

 

Mathematics

  • Singapore Math

  • Algebraic reasoning through the use of materials developed at UC Berkeley (grades 2-3) and the Hands-on Equations program (grades 4-5)

  • Real-world application

  • Beast Academy

  • Spatial reasoning (grades 2-3) and different number bases (grades 4-5) units developed by The Center for Gifted Education at The College of William and Mary

  • The Stock Market Game (grades 4-5)

 

Science

  • Mystery Science program

Grades 2-3

  • Animal diversity, survival, and heredity

  • Erosion & the Earth’s surface

  • Forces, motion, and magnets

  • Plant adaptations, life cycle, and heredity

  • Properties and phases of matter

  • Weather and climate

Grades 4-5

  • Chemical reactions and properties of matter

  • Ecosystems and the food web

  • Energy, motion, and electricity

  • The human body, senses, and the brain

  • Outer space, the sun, the moon, stars, and planets

  • The rock cycle and the Earth’s processes

  • Sound, waves and communication

  • The water cycle and the Earth’s systems

2e | Adjective
Unique; Outside-of-the-box; Innovative; Super Bright; Iconoclastic; Creative; Intensely Curious; Bold; Twice-Exceptional; ANYTHING BUT ORDINARY