Lower School - Grades 3-5
When students come to The Center, they are very often in crisis. Many have experienced extended absences from school, socialisolation and/or complex learning issues. So, we begin with a carefully formulated, relationship-based approach and set about the work of helping these children gain the adaptive social-emotional skills they need to engage more positively in their world and in learning. This sophisticated intervention puts into action highly effective strategies for guiding a wide range of children with learning and adjustment difficulties and, so, is foundational to CLU’s programs and its goal of fostering competent, self-directive adults.
Since gaps in academic skills are common among children who attend The Center, defining and addressing them begins immediately.Deficits may be in speech and language, graphomotor, computational or other areas. And, the causes may be several, including differences and delays in neurological development, problems with attention and activity level, and social-emotional difficulties, among others.
The shorthand we use for our approach is “R.E.A.D.”: Relationships, Executive functioning, Assistive technology and Development. Throughout our programs we create opportunities for building lasting interpersonal Relationships and mastering Executive functioning, or effective planning and decision-making. Our students are also taught best uses of Assistive technology, especially computer-based tools for enhanced learning. And, they are encouraged to explore their uniqueness through the Development of personal talents and skills. Taken together, these key elements set the stage for an enriched journey toward productive, independent and confident lives.
Lower School Curriculum Grades 3-5
Full-day students in The Center’s lower are presented with the full-range of curriculum, as required by the state of California. However, its presentation is necessarily adapted to accommodate the individual student’s attention span, behavior, strengths, weaknesses, talents and interests. At these grade levels, teachers are continually on the look-out for the kinds of gaps in understanding and skill acquisition that can short-circuit attention, cooperation, confidence and learning. Teachers are also in ongoing consultation with one another, and with parents, to ensure consistency across all areas of learning. Closely supervised and adaptable intervention is precisely what is required to restabilize behavior, minimize confusion and get the student on track toward productive, rewarding skill growth and adjustment.
Language Arts
The teaching of language arts involves a balanced, multi-sensory approach to reading, writing, listening and speaking that is attuned to developmental readiness and takes into account both literal and inferential meanings.
Students are exposed to a literature-based reading program that includes a variety of nonfiction and reference materials, as well as works of fiction. Skills, strategies and literary techniques are taught within the context of the reading program across all grade levels.
Writing happens daily in classrooms in various forms, such as labeling, dictation, journaling and learning logs. More formal creative, expository and report-writing assignments are also given to students who are ready. A writing workshop approach is used at all grade levels that involves having students work through all stages from brainstorming to producing a final draft.
Science
Students learn science best by engaging in practical, meaningful, hands-on study. Asking questions, doing experiments, making observations and practicing the scientific method first-hand are enthusiastically and expertly encouraged.
Mathematics
The teaching of mathematical concepts offers many opportunities for customized, multi-modal learning, whether the student is just at the point of getting a handle on basic number values, working on IEP skill sets or diving into the challenges of algebra or geometry. Manipulatives are always close at hand to help make an idea concrete, just as individual tutoring can guide a student through rough spots in text-based instructional processes.
Social Studies
As students work their way through the social studies curriculum, they experience a gradual expanding of their world view, highlighted by the study of California history and missions, government, economics and geography of the United States. Hands-on projects, visual aids and direct experiences combine with reading, writing and discussion to add depth to students’ understanding and appreciation of the material and its relevance to their lives.
Physical Education
Many of our students benefit from participation in structured movement programs, first on an individual basis and then in small group settings. These planned activities promote self-awareness and self-confidence while providing essential practice that improves physical conditioning and coordination. A variety of sports are explored.
Music, Art, Drama and Photography
Our interdisciplinary Fine Arts program offers a wide range of enriching experiences with the purpose of integrating the tenets of a relationship-based model. Students explore the communicative power of music’s many moods, drama’s power to help them make interpersonal connections, the value of the visual arts in creating unique personal expressions and the excitement of photography as a showcase for their explorations and visions of the world.
Blended Day Program
The Center’s Blended Day Program serves grades 3-12 and is designed for students who need individualized instruction only in selected subject areas. The remainder of their day is spent at their regular public or private school. All of our educational programs can be customized to fit into a Blended Day schedule. Classes are held either in the morning or the afternoon, Monday thru Friday.