Our students are on a path toward college and career. We have high expectations for our students and offer a high level of support to help children reach their full potential. We individualize learning based on on regular analysis of student progress throughout each school year. Global Preparatory Academy focuses on the young child and we work to build a strong foundation in literacy and numeracy. Students activities are designed to meet the unique learning needs of each student.
These core subjects form the basis of our K–6 curriculum. Students receive 120 minutes of instruction in English Language Arts and 90 minutes of instruction in mathematics, science, and social studies each school day.
We help students develop vital communication skills, while inspiring a love of literature. Our young scholars learn phonics, grammar and comprehensions skills and prepare for reading through multi-sensory activities. Global Preparatory Academy students comprehend and analyze both fiction and non-fiction texts as early as kindergarten. The program emphasizes classic works, writing as a process, and the skills that will be tested when our students begin taking the state assessment when they enter third grade.
We balance fundamental skills with critical thinking and problem solving. Our active approach ensures that students understand the realities that underlie mathematical concepts. Games and animations bring concepts to life, while challenge problems, regular practice, and review ensure mastery. We build from the concrete to the abstract as students move from basic skills toward algebra. Students learn by seeing mathematical concepts applied to the world around them.
Our Science program uses hands-on experiments to support the systematic study of life, Earth, and the physical sciences. We nurture curiosity as students practice observation and analytical skills. Students learn how our understanding of the world is shaped by ongoing scientific and technological advances. Teachers provide regular opportunities for students to participate in experiments and projects that include opportunities to apply mathematics and technology through age appropriate activities.
A truly well-rounded education must nourish the body and soul as well as the mind. We believe in the value of exposing children to the arts as well as to opportunities for exercise and physical competition.
Character Education Code of Student Conduct
The Code of Student Conduct provides behavior guidelines for development of good social skills, students as responsible citizens, and learning centered school culture. All stakeholders—students, parents, administration, faculty, and support staff — enter a partnership in responsibility to build positive character in our students that prepares them for college, career, and community service.
Our Leader in Me Program empowers students with the knowledge, skills, attitudes, and opportunities to become responsible members and leaders in the home, school, and community. The 7 Habits + 1 are as following:
Habit 1: Be Proactive
Habit 2: Begin With the End in Mind (Have a Plan)
Habit 3: Put First Things First (Work First, Then Play)
Habit 4: Think Win-Win (Everyone Can Win)
Habit 5: Seek First to Understand, Then to Be Understood (Listen Before You Talk)
Habit 6: Synergize (Together is Better)
Habit 7: Sharpen the Saw (Balance Feels Best)
Habit 8: Find Your Voice and Inspire Others to Find Theirs
The 7 Habits + 1 represent values of responsible citizenship and empower students with the discipline to be lifelong learners and enlightened citizens in a diverse society.
At GPA we will use Restorative Practices, PASS (Positive After School Success) and Character Camp as our main alternatives to suspension.
Focuses on “restoring the harm” vs. punishing the wrongdoer.
Provides those who have been affected an opportunity to express their feelings, if willing.
Promotes teaching empathy, taking responsibility for behavior, and providing restitution to the victims of an incident.
Uses Restorative language that incorporates affective statements and questions that promotes an empathic culture.
It uses Circles to promote community, safety, and harmony within the classroom and school.
PASS (Positive After School Success)
PASS may be used in lieu of in-school suspension
The goals of the PASS program are:
No loss of class time
Students are able to focus on their inappropriate behavior
Students are able to find a positive solution
Personalized assignments are geared to help students to reflect, rethink their actions, redirect and improve their behavior that caused them to enter PASS
Character Camp would be the step before out of school suspension.
The goal is to specifically address behavior concerns of students without suspending the student from school
Students will receive intense interventions by designated support staff to address the root cause of the student’s misbehavior
Character Camp allows the student to remain current on his or her studies, while focusing on the core problem of the disruptive behavior.
Each individual has rights and responsibilities. The Code of Student Conduct attempts to preserve individual rights in the school community and deliver academic excellence in a safe, emotionally secure community of learners. Diversity is our strength and we pursue productive classrooms where all students find meaning, dignity, and sense of community.
The overarching goal of the Code of Student Conduct is to teach students self-discipline and good social skills. We want to keep students in school. Our Positive Discipline Support Plan provides a framework for progressive and constructive discipline practices and in-school interventions for minor misbehavior. Out of school suspension is reserved for serious infractions of the Code of Student Conduct.
Parents are our most valuable partners. We seek your cooperation and participation in the ongoing development of your child’s academic knowledge, skills, and attitudes and social skills. We encourage you to read and review the Code of Student Conduct with your child and encourage acceptable behavior at school.
Global Learning Initiatives
Cultural Awareness including Race and Ethnicity: Commonality and Diversity
Students will identify common elements of cultures from around the world, including Social Organizations, Customs and Traditions, Languages, Arts and Literature, Religion, Forms of Government, Economic Systems, Food and Clothing, and Music and Dance. They will describe each element of culture, giving specific examples of each. Students will apply their knowledge of cultural elements to create a group research project, which illustrates the elements of culture from a specific country of choice. In addition, they will compare these elements of culture to their own through written articles, illustrations, charts, graphs, artifacts, and visual arts. Findings and projects will be displayed in the classroom and others will come to each class at specific times.
The lack of physical or economic access to safe, nutritious and healthy food at all times leads to negative consequences for peoples and nations. Students will study what is meant by “poverty” and understand how poverty can lead to world hunger issues. They will dig even further and understand that even a small class can make a difference for a family in need by conducting community service projects.
Human Rights and Social Injustice
Social justice is defined as “… promoting a just society by challenging injustice and valuing diversity.” It exists when “all people share a common humanity and therefore have a right to equitable treatment, support for their human rights, and a fair allocation of community resources.” In conditions of social justice, people are “not be discriminated against, nor their welfare and well-being constrained or prejudiced on the basis of gender, sexuality, religion, political affiliations, age, race, belief, disability, location, social class, socioeconomic circumstances, or other characteristic of background or group membership” (Toowoomba Catholic Education, 2006). Students will learn how to foster a better understanding of diversity, prejudice and discrimination through their studies.
The Technocratic Revolution: Science/Technology/Communications
Many of the nations in the world are considered as technocratic while others are behind on the technological development game. The world we live in is increasingly dictated by technological advancements, and the nations of the world that cannot catch up with the latest technologies will fall seriously behind. The human development grows exponentially faster and technology plays a major role in governmental decisions, politics, and economics. Having students discuss both the pluses and minuses of the impact of science and technology on peoples’ lives worldwide is suggested. The communication cluster includes innovations, networking, freedom of use, the information revolution (access to, balanced flow, and censorship) and increasing speed coupled with decreasing costs.
Today 1 billion people live without clean drinking water. Water effects everything, education, health and poverty. Many people have to walk for hours just to collect enough water for the day. Often, the water that they collect is contaminated with germs that can cause very serious illnesses or even death. Students will study the effects of not having enough clean drinking water to sustain life and what we can do about it.
Planet Management: Resources/Energy/Environment
As people of the world we need to be committed to protecting the air we breathe, the water we drink, and the land that supports and sustains us. From restoring ecosystems to protecting the treasured spaces that matter most to us, we need to come together to tackle the greatest environmental challenges. Students will explore ways they can contribute to protecting our planet.
Youth for Global Health and Social Justice
Global Preparatory Academy is wanting to make a global impact on the world. We have been partnering with a wonderful organization, Youth for Global Health & Social Justice. Y4GH teaches students how to become advocates for issues around the world. This group is composed of youth leaders from participating countries. It serves as a platform for these young leaders and their peers, to sit together and dialogue over a common project that will be taken back to their local communities for implementation.
https://youtu.be/Psr6PLH4meI – Road to Senegal Part 1 https://youtu.be/Qj03cWdu2IwY4GH – Chile 2018
Global Preparatory Academy services students with various disabilities such as Autism Spectrum Disorders, Emotional Impairments, Cognitive Impairments, and Learning Disabilities. All students are seen depending on their specific needs either in the classroom or in a small group.
We work with our special education students in an inclusive setting or in the least restrictive environment based on individual needs. As much as possible children are engaged in hands on activities!
Students will be seen on a daily basis to work on IEP goals and on classroom assignments. Assignments will be adjusted or modified as needed for each student to succeed. We work with each student on an individual basis to differentiate instruction so they can master key concepts. Students are also encouraged to come to tutoring held before or after school for additional support.
Students will be assessed for IEP goals at each quarter/report card. Assessments will be both informal and formal.
For further questions please contact us at 586-575-9500 or email@example.com.
GPA offers tutoring to children in all grade levels, and in reading and math. Our teachers are here to make sure your child succeeds in school, and are willing to go the extra mile to make sure that happens. The goal of tutoring sessions is to fill in gaps that students missed in previous lessons, in hopes of getting/keeping all students at or above grade level. During tutoring, students also have time to ask a question about a problem on their homework before going home.
Northwest Academy is open to all students and committed to supporting at-risk students and their families. Please contact us if you have children who may have a disability and need special education.