​Social emotional development includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen, 2005).

At Rise, children develop social skills by:  

• Identifying and recognizing their own emotions through structured and in-the-moment learning opportunities ​
• Developing the ability to regulate their emotions using Conscious Discipline tools such as breathing techniques, pivoting, advocating for themselves, and utilizing the Safe Place (a center where children turn their upset into learning) ​
• Engaging in the problem-solving process 
• Participating in “I Love You” rituals (Conscious Discipline), and connecting with their peers and teachers through eye contact and a caring touch​
• Recognizing the emotional states of others and responding in a caring way as modeled and taught by their teachers (or peers)​
• Wishing friends well when absent and recognizing that the school family is not the same when a friend is not present
• Wishing a friend well who is upset. Children place their hand over their heart and say, “I wish you well,” or sing the wish well song
• Developing genuine friendships with peers of all abilities in a nurturing and caring environment
• Learning what it means to be kind and helpful in a judgement-free, safe, and loving classroom setting where kindness and helpfulness are modeled and encouraged

We assess social and emotional development through these methods:  

• Informal assessments are conducted throughout the day by highly trained teachers using the Brigance assessment tool
• Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the social domain are provided with individualized goals developed by the lead teacher. Progress towards these goals is monitored, documented, and reported every 12 weeks ​

Resources available to the teachers include: 

• Brigance Criterion-referenced Inventory for Early Development III
• Conscious Discipline Curriculum and Training
• Rise Austin Curriculum Guide
• On-site coaching, training, and support
• Developmentally Appropriate Practice resources and training

​
The core attributes of cognitive development include information processing, intelligence, reasoning, language development, and memory.

At Rise, children develop cognitive thinking skills by:

• Engaging in both child- and teacher-directed learning activities tailored to their individual needs
• Engaging in play in a carefully crafted and developmentally appropriate classroom setting
• Engaging in intellectually stimulating, multisensory activities that are created based on widely held expectations for child development and best practice in inclusive settings

We assess cognitive development through the following methods:

• Informal and formal assessment conducted throughout the day by highly trained teachers using the Brigance assessment tool
• Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the cognitive domain are provided with individualized goals developed by the lead teacher and progress towards these goals is monitored, documented, and reported every 12 weeks 

Resources available to the teachers include:

• Brigance Criterion-referenced Inventory for Early Development III
• Rise Austin Curriculum Guide
• Creative Curriculum
• On-site coaching, training, and support
• Developmentally Appropriate Practice resources and training

​
Fine motor development is the development of skills related to small muscle groups, especially involving the control and coordination of the hands and fingers. Fine motor skills help children learn to perform daily tasks such as feeding, dressing, and toileting, and eventually will help children develop pre-writing habits and other skills related to school-readiness.                       

At Rise, children develop fine motor skills by:

• Manipulating dough or clay by poking, prodding, cutting, and shaping with both hands and tools
• Stacking and arranging blocks of various sizes, weights, and textures
• Stringing and lacing beads, pasta, and other small, hollow objects
• Building puzzles
• Participating in tabletop games
• Exploring various fasteners and manipulatives such as snaps, buckles, handles, knobs, small counters, and interlocking toys
• Using scissors, chalk, paint, brushes, markers, pencils, and other art supplies on various textures and surfaces
• Creating shapes, symbols, letters and words with large and small tools such as stamps, wood pieces, clay, and eventually writing tools 

We assess fine motor development through the following methods:

• Ongoing informal and formal assessments, such as the Criterion-Referenced Brigance Inventory of Early Development III
• Both classroom teachers and occupational therapists facilitate and assess fine motor learning and development Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the fine motor domain receive individualized goals developed in collaboration with the occupational therapist and lead teacher. Progress towards these goals is monitored, documented, and reported to families every 12 weeks   

Resources available to teachers include:

• Brigance Critereon-Referenced Inventory of Early Development III
• Ongoing support and coaching from an occupational therapist
• A complete Handwriting Without Tears Curriculum and resource library, complete with professional development from certified trainers
• The Handwriting Without Tears® curriculum, which draws from years of innovation and research to provide developmentally appropriate, multisensory tools and strategies for your classroom. The program follows research that demonstrates children learn more effectively by actively doing, with materials that address all styles of learning. Watch the video

​
Gross motor development is the development of skills related to large muscle groups and involving the control of the arms, legs, head, and trunk. These skills aid children as they learn to navigate and physically interact with their environment and each other.

At Rise, children develop gross motor skills by:

• Climbing up, down, over, under, and through things such as plays structures, ladders, stairs, tunnels, and rock walls
• Throwing and catching balls and toys of various sizes
• Hopping and jumping
• Walking and running
• Pedaling bikes and tricycles
• Pushing and pulling wagons, brooms, strollers, and other toys
• Dumping, carrying, and filling buckets, bins, and other containers

Assessment of gross motor development looks like:

• Observational and ongoing informal and formal assessments, such as the Brigance Critereon-Referenced Inventory of Early Development III
• Both classroom teachers and physical therapists facilitate and assess gross motor learning and development. Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks 
• Children with developmental delays in the gross motor domain are provided with individualized goals developed in collaboration with the physical therapists and lead teacher and progress towards these goals is monitored, documented, and reported to families every 12 weeks. Specialized seating and mobility equipment may be recommended on a case by case basis by the physical therapists 

Resources available to teachers include: 

• Brigance Critereon-Referenced Inventory of Early Development III
• Ongoing support and coaching from physical therapists
• A state-of-the-art sensory gym complete with several swings, crash pits and padded walls and floors, a rock wall, and a zip line
• Lofts for climbing in every classroom
• An outdoor tricycle and bicycle path and two additional playgrounds designed to meet the needs of different age groups
• Recommendations and training regarding alternative seating or mobility supports specific to each individual’s need as directed by the physical therapist

​
Adaptive development is the development of skills related to a child’s daily living functions. Adaptive competencies children work towards in early childhood include independently feeding, dressing, and addressing personal hygiene and grooming needs. Adaptive skills also include self-advocacy and interactions with various adults and community helpers in their lives.

At Rise, children develop adaptive and self-help skills by: 

• Unpacking and packing their personal items
• Setting and clearing tables for meal times
• Following routines for toileting and other self-care procedures
• Exploring clothing for various seasons and situations, especially in the context of personal dressing as well as dress-up play
• Communicating needs and wants with caregivers and peers

We assess adaptive development through the following methods:

• Ongoing informal and formal assessments, such as the Criterion-Referenced Brigance Inventory of Early Development III
• Classroom teachers facilitate and assess adaptive learning and development. Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the adaptive learning domain receive individualized goals developed by the lead teacher. Progress towards these goals is monitored, documented, and reported to families every 12 weeks

Resources available to teachers include:

• Brigance Critereon-Referenced Inventory of Early Development III
• Ongoing communication and partnerships from families
• Collaboration and support of a full therapy staff, including physical, occupational, music, and speech/language therapists

​
Language development is the process by which children come to understand and communicate language during early childhood.   

At Rise, children develop language and communication skills by:

• Engaging in motivating sound games, songs, and fingerplays​
• Listening to stories being read aloud​
• Learning sign language or other forms of communication 
• Engaging in linguistically rich circle times​
• Engaging in group discussions facilitated by high quality teachers​
• Presenting information to a group of peers​
• Participating in meaningful and appropriate conversations​
• Following directions​
• Increasing listening, speaking, reading, and writing vocabulary through individually tailored learning experiences​
• Classifying objects and understanding qualitative concepts​
• Matching, pointing to, or identifying colors through playful games, songs, and hands-on activities

We assess language development through the following methods:

• Informal and formal assessment are conducted throughout the day by highly trained teachers and a speech therapist using the Brigance assessment tool
• Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the cognitive domain are provided with individualized goals developed by the speech language pathologist and progress towards these goals is monitored, documented, and reported every 12 weeks

Resources available to the teachers include:

• Brigance Criterion-referenced Inventory for Early Development III
• Rise Austin Curriculum Guide
• On-site coaching, training, and support
• Speech therapy consultation
• Developmentally Appropriate Practice resources and training

​Social emotional development includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen, 2005).

At Rise, children develop social skills by:  

• Identifying and recognizing their own emotions through structured and in-the-moment learning opportunities ​
• Developing the ability to regulate their emotions using Conscious Discipline tools such as breathing techniques, pivoting, advocating for themselves, and utilizing the Safe Place (a center where children turn their upset into learning) ​
• Engaging in the problem-solving process 
• Participating in “I Love You” rituals (Conscious Discipline), and connecting with their peers and teachers through eye contact and a caring touch​
• Recognizing the emotional states of others and responding in a caring way as modeled and taught by their teachers (or peers)​
• Wishing friends well when absent and recognizing that the school family is not the same when a friend is not present
• Wishing a friend well who is upset. Children place their hand over their heart and say, “I wish you well,” or sing the wish well song
• Developing genuine friendships with peers of all abilities in a nurturing and caring environment
• Learning what it means to be kind and helpful in a judgement-free, safe, and loving classroom setting where kindness and helpfulness are modeled and encouraged

We assess social and emotional development through these methods:  

• Informal assessments are conducted throughout the day by highly trained teachers using the Brigance assessment tool
• Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the social domain are provided with individualized goals developed by the lead teacher. Progress towards these goals is monitored, documented, and reported every 12 weeks ​

Resources available to the teachers include: 

• Brigance Criterion-referenced Inventory for Early Development III
• Conscious Discipline Curriculum and Training
• Rise Austin Curriculum Guide
• On-site coaching, training, and support
• Developmentally Appropriate Practice resources and training

​The core attributes of cognitive development include information processing, intelligence, reasoning, language development, and memory.

At Rise, children develop cognitive thinking skills by:

• Engaging in both child- and teacher-directed learning activities tailored to their individual needs
• Engaging in play in a carefully crafted and developmentally appropriate classroom setting
• Engaging in intellectually stimulating, multisensory activities that are created based on widely held expectations for child development and best practice in inclusive settings

We assess cognitive development through the following methods:

• Informal and formal assessment conducted throughout the day by highly trained teachers using the Brigance assessment tool
• Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the cognitive domain are provided with individualized goals developed by the lead teacher and progress towards these goals is monitored, documented, and reported every 12 weeks 

Resources available to the teachers include:

• Brigance Criterion-referenced Inventory for Early Development III
• Rise Austin Curriculum Guide
• Creative Curriculum
• On-site coaching, training, and support
• Developmentally Appropriate Practice resources and training

Fine motor development is the development of skills related to small muscle groups, especially involving the control and coordination of the hands and fingers. Fine motor skills help children learn to perform daily tasks such as feeding, dressing, and toileting, and eventually will help children develop pre-writing habits and other skills related to school-readiness.                       

At Rise, children develop fine motor skills by:

• Manipulating dough or clay by poking, prodding, cutting, and shaping with both hands and tools
• Stacking and arranging blocks of various sizes, weights, and textures
• Stringing and lacing beads, pasta, and other small, hollow objects
• Building puzzles
• Participating in tabletop games
• Exploring various fasteners and manipulatives such as snaps, buckles, handles, knobs, small counters, and interlocking toys
• Using scissors, chalk, paint, brushes, markers, pencils, and other art supplies on various textures and surfaces
• Creating shapes, symbols, letters and words with large and small tools such as stamps, wood pieces, clay, and eventually writing tools 

We assess fine motor development through the following methods:

• Ongoing informal and formal assessments, such as the Criterion-Referenced Brigance Inventory of Early Development III
• Both classroom teachers and occupational therapists facilitate and assess fine motor learning and development Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the fine motor domain receive individualized goals developed in collaboration with the occupational therapist and lead teacher. Progress towards these goals is monitored, documented, and reported to families every 12 weeks   

Resources available to teachers include:

• Brigance Critereon-Referenced Inventory of Early Development III
• Ongoing support and coaching from an occupational therapist
• A complete Handwriting Without Tears Curriculum and resource library, complete with professional development from certified trainers
• The Handwriting Without Tears® curriculum, which draws from years of innovation and research to provide developmentally appropriate, multisensory tools and strategies for your classroom. The program follows research that demonstrates children learn more effectively by actively doing, with materials that address all styles of learning. Watch the video

​Gross motor development is the development of skills related to large muscle groups and involving the control of the arms, legs, head, and trunk. These skills aid children as they learn to navigate and physically interact with their environment and each other.

At Rise, children develop gross motor skills by:

• Climbing up, down, over, under, and through things such as plays structures, ladders, stairs, tunnels, and rock walls
• Throwing and catching balls and toys of various sizes
• Hopping and jumping
• Walking and running
• Pedaling bikes and tricycles
• Pushing and pulling wagons, brooms, strollers, and other toys
• Dumping, carrying, and filling buckets, bins, and other containers

Assessment of gross motor development looks like:

• Observational and ongoing informal and formal assessments, such as the Brigance Critereon-Referenced Inventory of Early Development III
• Both classroom teachers and physical therapists facilitate and assess gross motor learning and development. Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks 
• Children with developmental delays in the gross motor domain are provided with individualized goals developed in collaboration with the physical therapists and lead teacher and progress towards these goals is monitored, documented, and reported to families every 12 weeks. Specialized seating and mobility equipment may be recommended on a case by case basis by the physical therapists 

Resources available to teachers include: 

• Brigance Critereon-Referenced Inventory of Early Development III
• Ongoing support and coaching from physical therapists
• A state-of-the-art sensory gym complete with several swings, crash pits and padded walls and floors, a rock wall, and a zip line
• Lofts for climbing in every classroom
• An outdoor tricycle and bicycle path and two additional playgrounds designed to meet the needs of different age groups
• Recommendations and training regarding alternative seating or mobility supports specific to each individual’s need as directed by the physical therapist

​Adaptive development is the development of skills related to a child’s daily living functions. Adaptive competencies children work towards in early childhood include independently feeding, dressing, and addressing personal hygiene and grooming needs. Adaptive skills also include self-advocacy and interactions with various adults and community helpers in their lives.

At Rise, children develop adaptive and self-help skills by: 

• Unpacking and packing their personal items
• Setting and clearing tables for meal times
• Following routines for toileting and other self-care procedures
• Exploring clothing for various seasons and situations, especially in the context of personal dressing as well as dress-up play
• Communicating needs and wants with caregivers and peers

We assess adaptive development through the following methods:

• Ongoing informal and formal assessments, such as the Criterion-Referenced Brigance Inventory of Early Development III
• Classroom teachers facilitate and assess adaptive learning and development. Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the adaptive learning domain receive individualized goals developed by the lead teacher. Progress towards these goals is monitored, documented, and reported to families every 12 weeks

Resources available to teachers include:

• Brigance Critereon-Referenced Inventory of Early Development III
• Ongoing communication and partnerships from families
• Collaboration and support of a full therapy staff, including physical, occupational, music, and speech/language therapists

​Language development is the process by which children come to understand and communicate language during early childhood.   

At Rise, children develop language and communication skills by:

• Engaging in motivating sound games, songs, and fingerplays​
• Listening to stories being read aloud​
• Learning sign language or other forms of communication 
• Engaging in linguistically rich circle times​
• Engaging in group discussions facilitated by high quality teachers​
• Presenting information to a group of peers​
• Participating in meaningful and appropriate conversations​
• Following directions​
• Increasing listening, speaking, reading, and writing vocabulary through individually tailored learning experiences​
• Classifying objects and understanding qualitative concepts​
• Matching, pointing to, or identifying colors through playful games, songs, and hands-on activities

We assess language development through the following methods:

• Informal and formal assessment are conducted throughout the day by highly trained teachers and a speech therapist using the Brigance assessment tool
• Progress reports are shared with all families (children with developmental delays and typically developing children) every 12 weeks
• Children with developmental delays in the cognitive domain are provided with individualized goals developed by the speech language pathologist and progress towards these goals is monitored, documented, and reported every 12 weeks

Resources available to the teachers include:

• Brigance Criterion-referenced Inventory for Early Development III
• Rise Austin Curriculum Guide
• On-site coaching, training, and support
• Speech therapy consultation
• Developmentally Appropriate Practice resources and training