Big Springs School invites the following students to apply:
- Students who have been diagnosed through our Psycho-Educational Assessment with a specific learning disability such as dyslexia or other language-based learning disabilities are of average to above average cognitive ability and are in grades kindergarten through 8th (between the ages of 5-14)
Our Student Population
Our students come from a variety of backgrounds, yet they share some degree of failure and frustration linked to poor academic performance. Some students demonstrate a limited ability to negotiate social situations appropriately. A typical Big Springs student may have difficulty with aspects of reading, decoding, and/or comprehension; written expression and/or mechanics; mathematics; distractability or maintaining attention; organization, planning, and time management; initiation or completion of tasks; expressing ideas, opinions, or problems in a concise and relevant manner; memory; following multi-step directions; independent problem-solving; and expressive and/or receptive nonverbal communication skills.
Applying for Admission - Big Springs School
Big Springs School is selective in its decision-making process and admits students based on past and current diagnostic testing, as well as whether there is a space available in a peer group that will best serve his or her academic and social interests.
For your convenience, we have designed the following guidelines:
- Applications are accepted throughout the year upon completion of our Psycho-Educational Assessment. Big Springs maintains a waiting pool, and should a space become available during the course of the year, the most qualified applicant from this group will be given the opportunity to enroll.
Big Springs School - Curriculum
Students at Big Springs School receive instruction in reading, writing, and math with teachers who are specialists trained in multi-sensory teaching strategies. These methods are proven to be highly effective for persons with specific language differences. Strategies include integration of the following programs:
- At Big Springs, we believe it is critical for children with learning differences to achieve academic success and maintain grade level in non-reading subjects while learning to read. We offer a curriculum including science, social studies, math, literature, art, music, drama, physical education, and computers. In addition, a speech and language therapist, school psychologist, and an occupational therapist are on site.
Origin of Big Springs School
Big Springs School was founded in 1980 by Regina G. Richards, M.A. From the beginning, our goal has been to provide individualized intensive assistance to children who “fall through the cracks” in a traditional school setting.
Big Springs School FAQs
- What is required to enroll my child in Big Springs School?
Once our Psycho-Educational Assessment is completed to ascertain your child’s learning patterns and specific learning difference, he or she can be considered for placement in our full-time school program. The student must be between the ages of five and 14, and admittance depends on openings available and appropriate peer grouping to best serve his or her academic and social interests.
- What if my child’s school already developed an IEP (Individualized Educational Program)?
Within 30 days of beginning attendance at Big Springs School, we will schedule an IEP meeting to develop appropriate goals and objectives for your child through our curriculum. As benchmarks are met, parents are invited to a conference with the child’s teachers to discuss progress. All district and state requirements are meticulously followed in the Big Springs classroom and future IEPs will be scheduled accordingly.
- How long will my child have to attend Big Springs School?
We generally expect students to attend Big Springs for two or more years. The final months in our program emphasize reinforcement, enhancement, and confidence in their new skills before transitioning to another school setting.
Staff / Accreditation
Our lead teachers are appropriately credentialed and/or licensed, and experienced in working with children who learn differently. Big Springs School is accredited and certified by the California State Department of Education as a Nonpublic School for Individuals with Exceptional Needs (Title V. section 3200).
Big Springs Intermediate/High School Support Program - Temecula
The main goal and purpose of the Big Springs Intermediate Campus is to provide academic instruction in the areas of Language Arts, Mathematics, and Social Studies to students who benefit from small classroom environments and individualized instruction.
Big Springs Intermediate/High School Support Population
While the students come from unique backgrounds, all have the common need for a smaller classroom environment and/or individualized instruction. Some students have been in a more restrictive environment and are transitioning into a public school or private school. Other students have been unsuccessful in less restrictive environments like public or private school and require remediation in one or all of the areas of reading comprehension or decoding; written expression or mechanics; and social studies or mathematics. Students who also benefit from the program are ones that need assistance with organization and/or social skills.
Big Springs Intermediate/High School Support Design
Big Springs Intermediate Campus was developed to provide support for students in grades 6-12 who are either transitioning from a restrictive environment into a less restrictive environment or require individual or small group instruction. The intermediate program works closely with the student's public, private, or charter school to facilitate learning in the three core areas of Language Arts, Mathematics, and Social Studies. This instruction follows the direction of the California State Standards while accessing all the different modalities of learning. This, in turn, creates a model of instruction that best fits the needs of each individual student.