Our Curricula

Our Standard-Based curricula is focused on Student Centered Learning, where students/teachers/parents are active participants in the learning process. Integral to this philosophy is the fluidity of our curricular programming. We’ve found our students learn most effectively when offered a mix of curricula, selected for their application methodology, supplemental components, and outcome measures.

COLLAGE’S TRACK SYSTEM

Collage’s “Track System” allows our educators to work with students and families to ensure your child is placed into their ideal academic environment. Through objective measures and continual assessments, Collage programs specific learning targets into each child’s track, allowing students to receive a truly individualized education. For example, students who benefit from emotional or behavioral support are placed in a learning environment enriched with guidance, paced academics, and structured social development. Likewise, students ready to independently access rigorous classwork (above their chronological age) are given the opportunity in our “Walk to Learn” program.

PRE-K TRACKS

Track 1: (Pre-k Ages 3-4)

General education setting
Adheres to Florida Prekindergarten Standards if enrolled in State of Florida Prekindergarten Program
Progress monitoring
Toilet mastery by the start of the school year

Track 2: (Preschool Prep)

MAP plan
General education setting with smaller ratios
Exposure to modified Florida Prekindergarten Standards and accommodations
Progressing towards toilet mastery
Inclusion opportunities with Track 1 students
Frequent progress monitoring with the goal of transitioning to Track 1 programming

Track 3: (Right From the Start)

PEP plan
Specialized instructional setting
Functional academics with modified State Standards where applicable
Smaller ratios than Track 2
Progressing towards toilet mastery over time
Frequent progress monitoring with the goal of transitioning to Track 2 programming if applicable
Likely receiving intensive behavior support

ELEMENTARY TRACKS

Track 1

General education classrooms
Adhere to Florida State Standards
Progress monitoring 3 times yearly, with continuous in-house formative assessments
Able to independently demonstrate classroom readiness skills
Opportunity to participate in Walk to Learn program to experience full benefit of progressive education

Track 2

Access to Track 1 environment with applicable accommodation as noted in assessment reports
Individualized academic plan
Adhere to Florida State Standards
Assistance required to participate in social interactions
Progress monitoring 3 times yearly, with frequent in-house formative assessments
Supportive intervention scaffolding available to assist students in adhering to age-appropriate classroom expectations

Track 3

Modified curriculum using Florida State Standards
Personalized education plan
Daily whole-group social and emotional learning instruction
Progress monitoring 3 times yearly, with frequent in-house formative assessments
Supportive behavior interventions
Smaller teacher-to-student ratios than Track 1
Monthly off-site community experience field trips
Inclusion in Resource classes
Modified diploma Track

Track 4

Access Points for curriculum
Functional instruction
Modified curriculum
Flexible scheduling
Personalized education plan
Modified diploma Track
Smaller student-to-teacher ratio than Track 3
Full behavioral support may be necessary to increase access to learning environment

Standard-based Curriculum

Our Elementary Curriculum is developed by following the Florida BEST Standards. Our teachers break down the subject matter into smaller “learning targets” working towards mastery by the end of the year. Teachers track student progress, give appropriate feedback, and adapt instruction to meet student needs.

Report Cards

Collage Day School has been using a standards-based report card for the past several years, which means that it is based on a combination of Florida B.E.S.T. Standards and Curriculum expectations. Students are graded against a standard, not each other. The language we use is meant to convey how the student is doing compared to the grade level standard for that skill at that time of year.(E =Exceeds/Above Grade Level, P = Proficient/At Grade Level, I=Intensive Instruction Needed, N/A = Not Assessed)
Teachers ultimately would like students to achieve E’s, demonstrating that they are meeting the grade level standards. Of course, that won’t be true for all children in every subject/skill. Some children aren’t developmentally ready in every skill and therefore would receive an “I” or “N/A” while others may demonstrate easy mastery of a skill and seek opportunities to go beyond, leading to an “E”.”
We are confident that a standards-based report card allows for our philosophy while also giving parents a realistic view of how their student is performing throughout each school year.”
The report card is just one component of our grade reporting system. Teachers communicate with parents in many other ways (e.g. phone calls, email, conferences, homework, etc.)”

Conceptual Math

Conceptual Math is a teaching method of proven results designed with a careful sequence of concepts. It allows students to engage in a concrete way through the use of manipulatives, in a pictorial way through visual representations, and in an abstract way through mathematical symbols. Students learn to truly understand the meaning of numbers and develop a toolbox of strategies to solve problems in multiple ways.

Reading and Writing Workshops

In the Reading Workshop Model, students begin with a mini-lesson of explicit reading strategies utilizing both informational and fictional texts. The mini-lesson is followed by independent work, conferences, small groups, and sharing time.
Writing Workshop is structured similarly, with units including narrative, informational, and opinion writing.
In addition to the reading and writing workshops, we utilize word study instruction, grammar, and handwriting using Handwriting Without Tears for the younger students and Cursive for the older students.

Homework

We will assign prescriptive homework on an as-needed basis. In addition, students will be asked to read daily and practice math facts, if needed. Teachers will communicate with parents if a need arises in which individual students need additional assistance at home or enrichment and will provide resources.

Careful Monitoring

Collage Day School’s experienced administrative team has access to a wide variety of hands-on and real-world curricula. The team is fully dedicated to choosing curriculum based on each student’s individual needs and learning styles. All learning plans and curriculum are carefully monitored by the faculty and administrators to ensure that Collage’s educational objectives are aligned to frameworks and to instructional practices that yield the highest standards of student achievement and instructional excellence.