square4The Brookwood School is accredited by the New York State Association of Independent Schools (“NYSAIS”), a Chapter of the National Association of Independent Schools.  

The Brookwood School, in partnership with students’ families, aims to encourage and model imaginative, creative, diverse, intelligent approaches to problem-solving and other academic skill strategies, and also encourage and model selfless, sacrificial acts of kindness and compassion in a purposeful effort to develop each child’s inherent strengths with developmentally appropriate activities, as well as provide intervention and remediation of apparent weaknesses with developmentally appropriate activities, so as to create a wholesome, positive, well-roundedness of mental, physical, emotional, and social abilities and solid character attributes within each child. The foundation for a life-long learning desire and continuous self-improvement that is being built within each child through this course of action will eventually become realized and brought to fruition when the child reaches maturity, and achieves his or her vocational and other endeavors and aspirations within society.

The program utilizes and incorporates intermittently, as appropriate to the classroom needs, the following techniques and teaching styles: flexible-grouping of students, research documented best-practices, cooperative learning, independent research/experimentation time, hands-on manipulative based instruction, multiple-intelligence based activities, cross-curricular project-based learning, as well as more traditional public school type methodology. The last being the key to providing each child a smoother transition to schools other than Brookwood at the higher grade levels and their respective expectations.

The classroom teacher strives to maintain students’ focus upon, and active engagement in a daily series of short, segmented activities that allow them to practice the skills and abilities they need to completely master for their developmental/grade level age. Differentiation of instruction occurs as often as possible to take into account students’ interests, hobbies, present vocational aspirations, and learning style preferences. This helps ease the stress of working on strengthening skill deficits and makes learning more fun and enjoyable for students. Formal and informal skills assessments are administered periodically, either individually or in groups, as determined by the teacher, in order to inform their decision-making regarding curriculum trajectories and the associated activities that are chosen by the teacher based upon each child’s unique needs. This approach affords each child a maximum developmental progress rate, optimal performance on tasks, as well as increased acceptance, identification, and interpersonal relationship success with their classroom peers.