School Age Academy
Important goals of preschool programs are to help children acquire social skills and giving them the tools they need before school entry.
the School Age Academy care program
Quality care for ages 5-12 for Before & After School, School Closings & Breaks
Children are given a nutritious snack and can play in various classroom Learning Centers, such as Discovery, Fine Arts, Dramatic Play, Construction & Library, before being bussed off to their schools.
The children arrive at our Center by bus and they are fed a nutritious snack. The children that have homework are given time to work on homework. Teachers are available to assist the children with homework when needed. After the children are done with their work, free choice of playing at the classroom Learning Centers (Discovery, Fine Arts, Dramatic Play, Construction & Library) and outdoor play (weather permitting) are offered.
Snow Emergency Days
Holidays and School Vacations
The Center will also provide care for school-age children when public schools are closed due to observed holidays, as well as during spring and summer breaks, on a sign-up basis.
Ohio Academic Content Standards define what children should know and be able to do at every grade level. The standards are in English language Arts (reading & writing), mathematics, science, and social studies. These standards let teachers know what they are expected to teach and what each child should learn.
The standards are addressed in the our program’s Homework Club activities and in the Alternative Programs’ lessons, activities and choice time stations.
The Cincy curriculum design is grounded in a process called Appreciative Inquiry. Appreciative Inquiry, developed by David C. Cooperrider of Case Western School of Management, is a strength-based process focused on “finding out what works and getting more of it” rather than “finding out what the problems are and getting rid of them.”
Three sections of the curriculum are specific to the Appreciative Inquiry process.
- The Snack and Chat time during which Cincy leaders (aka Tribe Leaders) will in inquire about the day’s happenings from an appreciative perspective.
- Each lesson has an Appreciative Inquiry section geared to helping the students consider their own positive experiences related to the day’s lesson.
- Family Involvement will encourage the parent and child relationship.
“The Developmental Assets® are 40 research-based, positive experiences and qualities that influence young people’s development, helping them become caring, responsible, and productive adults. Based in youth development, resiliency, and prevention research, the Developmental Assets framework has proven to be effective and has become the most widely used approach to positive youth development in the United States and, increasingly, around the world. The framework has been adapted to be developmentally relevant from early childhood through adolescence.”
The framework of the assets is categorized in two groups of 20 assets: external assets which children receive from the world around them and internal assets that reflect positive internal growth. Research indicates that the assets are a tremendous tool in raising student achievement and reducing risk-taking behavior.