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| The curriculum of NSH is designed to help students in grades K-8 develop and utilize their full potential in all areas of life: intellectual, social, emotional and physical. This goal is accomplished by offering an individualized academic program that allows each child to achieve at his or her best. Because our students tend to be precocious intellectually but are as yet unable to master developmental tasks in the emotional domain, we provide small, academically-rich classrooms which provide individual attention, stability and support. |
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A pupil:teacher ratio of 1:6 makes it possible for us to achieve our goal of an individualized academic program within a group setting. Each student is taught at his or her actual level of achievement and not an outside standard determined by others in the class. Because language is the route to both intellectual expression and healthy emotional development, speech and language skill-building permeates all subjects in the curriculum.
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| Social skills development is integrated into all aspects of the school day. NSH’ focus on teaching social/emotional skills does not interfere with academic achievement—quite the opposite. Students who can work successfully in a group setting and have emotional issues under control are able to devote their full energy to mastering intellectual tasks. The ability to perform as a contributing member of a group is mandatory for success in today’s adult world. |
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Cross-age grouping is part of the instructional philosophy of NSH and an important technique used to develop academic and social skills. Younger students who need help in transitioning into lower elementary school are purposefully admitted so that younger and older students can benefit from helping/being helped by each other. We find the biggest motivator of all to be the chance to work with a “big” or “little" buddy. Children who need a safe place from teasing, who are working through adoption issues, are gifted and talented, or who have a variety of diagnoses such as ADHD, Asperger's, OCD, ODD, Sensory Integration, Separation Anxiety, Reactive Attachment Disorder (RAD) or Selective Mutism that interfere with their ability to succeed in school and social situations are helped by our unique social-emotional curriculum. We can also help bright children who have dyslexia or disgraphia complicated by low self-esteem arising from these conditions.
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| Consistent with an individualized curriculum, no one program or curriculum package is used. Careful attention is paid to covering the subject-matter objectives recommended by national professional organizations including the National Association for the Education of Young Children (NAEYC), The National Council of Teachers of English, the International Reading Association, the National Council of Teachers of Mathematics (NCTM), and the American Association for the Advancement of Science (AAAS). In addition, NSH teachers regularly review the curriculum objectives for HISD and local private schools to ensure that our students will master the skills and concepts needed for a smooth transition to mainstream schools, including performing well on local and national tests. |
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Academic objectives are integrated into high interest, theme- and project-based classroom activities. The goal is for learning to become so motivating it becomes its own reward. The centerpiece of this approach is the daily “Newspaper Class”, a distinctive class. Students produce their own monthly newspaper, learning to function in the various roles required to achieve a team result. Self-esteem and subject-matter mastery grow as students experience success during their time in school.
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| Students admitted to NSH are expected to make a successful transition into some of Houston's finest public and private schools. Parent Helper work assists parents and students with that process. |
Home-like atmosphere with lots of "cookies"
The physical environment is an important part of the curriculum at NSH. We believe our home-like setting is conducive both to maximizing learning potential and social-emotional growth. Students learn to work together in small groups with students at different age/grade levels like a “family.” Each child has a daily “Community Service” project which might be watering the plants, setting the table for family-style lunch or snack, or using the “dust buster.” In this way, children master the skills they can apply at all stages and tasks of life. |
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Children who have not enjoyed learning or school in other settings benefit from built in motivators (“cookies”) throughout the day. Our schedule is highly structured, but there are many well-managed choices students make throughout the day. As they progress through their tasks, they learn that work is followed by rewards such as snack, lunch, and Social Skills time at the end of the day. Little by little, work becomes its own reward as intrinsic motivation grows.
Laptop Computers
Students use laptop computers throughout the day in a variety of subjects. This is a "cookie" because students enjoy learning about and on computers, but it is also a vital necessity for today's students to master all aspects of computer learning. Carefully monitored use of the internet for research, software utilizing the latest techniques for mastering a variety of subjects, "keyboarding Olympics" and other educational uses of the lap tops are an integral part of each student's day. A special Computer Science class is offered to all students. Robotics is also offered to students who have achieved the appropriate skills level.
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NSH Curricular Objectives
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Cognitive Development
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To develop problem-solving skills |
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To develop critical-thinking skills |
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To master academic skills in all basic subject areas appropriate to promoting the utilization of their full potential |
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To provide opportunities to strengthen each level of multiple intelligence |
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Language Arts and Literacy
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To develop literacy skills that will promote lifetime enjoyment of reading at home, school and the workplace |
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To help students share ideas using words within a group |
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To encourage students to use words properly |
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To expand students’ expressive and receptive vocabularies in print and in speech within each of the academic subject areas |
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To help students respond to open-ended questions |
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To help students employ the full array of the language arts to express thoughts and feelings |
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MathematicsTo follow standards of the National Council for Teachers of Mathematics to promote mathematical thinking including…
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Problem solving |
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Reasoning |
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Mathematics as communication |
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Mathematical connections |
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ScienceTo follow the standards of national science commissions such as the National Center for Improving Science Education including…
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To develop students' innate curiosity about the world |
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To broaden students’ procedural and thinking skills for investigating the world, solving problems and making decisions |
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To increase students’ knowledge of the natural world |
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To incorporate the nine basic concepts for K-6 identified by the National Center for Improving Science Education: systems, models, constancy and change, scale, organization, cause and effect, structure and function, variations, and diversity |
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Social StudiesTo promote an understanding of ourselves and the world around us including…
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an age-appropriate appreciation for human systems, physical systems, places and regions, the environment and society |
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a willingness to participate in improving the quality of life in the community, the nation, and the world |
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the ability to take the perspectives of, cooperate with, work with and respect others |
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respect for historical lessons as a guide and direction for the future |
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Emotional Development
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To provide a safe, stable, nurturing and intellectually stimulating environment |
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To build self-esteem by giving students opportunities to experience success |
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To promote and acknowledge students’ positive accomplishments |
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To help students understand their own feelings and the feelings of others |
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To encourage students to express their feelings through words |
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To help students learn and use self-management skills |
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To help students cope with difficult situations and frustration |
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To help students become more self-sufficient and competent by having them take care of their own needs as much as possible |
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To help students develop self-regulation skills |
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Social Development
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To help students enjoy their own company and the company of others |
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provide students with appropriate role models |
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To help students learn to get along with others, respect the rights of others, wait patiently, and empathize |
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To help students develop a theory of mind so they can understand the viewpoint of others |
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To help students develop friendships |
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To provide opportunities to learn about fair play, good manners, kindness, and cooperation |
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To help students take care of themselves and the environment around them |
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To promote positive social interactions with other children, family members and other adults |
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Physical Development
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To help students respect the physical safety and well-being of others |
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To master age-appropriate large and small motor skills |
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To appreciate the benefits of physical exercise for strength, growth, and coordination |
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