Our preschool program is carefully designed to provide
three- to five-year-old children with a positive school experience in a
nurturing atmosphere. Classroom teachers help the children feel good about
themselves and the world in which they live. Through constructive play and
learning activities, teachers concentrate on developing academic readiness and
formal academic curriculum for elementary school begins in kindergarten with
the gradual introduction of the skills needed for reading, writing, and mathematics at
this level. The main aim of kindergarten is to give the students a solid
foundation for these basic academics as they master the social skills necessary
for future school experiences. The students explore their environment in a
scientific way and develop early concepts of time, money, and measurement. The
social studies program stresses the importance of the individual as a
well-adjusted, productive member of a group, willing to share and to accept
responsibility. The students are always encouraged to ask questions as they
learn about the world around them. (NAPS offers two full-day kindergarten
classes and one half-day class.)
Through Fifth Grade
school offers students in first through fifth grade a well-rounded curriculum,
which includes language arts, mathematics, science, social studies, physical
education, art, music, French, and library and computer skills. Small classes
allow close interaction between teacher and student. The schools goals are to
develop students individual abilities while encouraging independent thinking
and problem solving.
phonics-based reading system, started in kindergarten, is reviewed and
strengthened in first grade. The emphasis on writing and listening skills
further develops a strong reading and writing vocabulary at all levels.
mathematics program combines drill, problem solving, and application of
concepts in everyday living. These activities help students achieve practical
math competence and a firm understanding of the concepts necessary for higher
of French in the first grade familiarizes the students with the sounds and
structure of a second language. Drills, songs, games, and conversation develop
oral vocabulary for all grades. Reading and writing are introduced in the upper
schools science program offers the students an awareness of the world in which
they live. The science curriculum follows a carefully structured system whereby
elementary scientific theories presented in the lower grades are expanded with
graduated levels of difficulty in the higher grades.
social studies program focuses on people, both past and present. Through the
study of history, geography, and government, students are introduced to our
societys diverse cultural heritage. A feel for time and place is enriched through field
trips, movies, crafts, map work, and research projects.
Students participate in art, French, music, physical
education, and computer classes, and make weekly visits to the library for
story time, instruction in library skills, and to check out books.
Pre-K students do not check out books from the library.
Pre-K 2 students do not have computer instruction.
French instruction begins in first grade.
schools part-time resource teacher provides extra instructional support for
students who have been referred by classroom teachers. Parents of children who
are referred to the resource teacher will be notified in advance of the
commencement of such instruction.
The daily school schedule includes a morning recess for
pre-kindergarten through second grade and an afternoon recess for full-day
kindergarten through fifth grade.
does not have the resources necessary to educate children with
special-education needs and accordingly, reserves the right to condition
admission or continued enrollment at the school based on the following
cooperation by the student and parents in special education assessments deemed
necessary by NAPS personnel.
access to preexisting individual educational plans prepared for students by
special education service providers.
access to any special education providers, medical personnel, counselors, and/or
mental health professionals providing services for student or potential
that in situations identified by the schools director, the student or
potential student will be made available for evaluation by appropriate special
education assessment professionals.