We work with children with language-based learning challenges who benefit from a personalized, individualized educational approach. Some students may struggle to process auditory information. Others need help interpreting social cues. Many students have difficulty regulating their bodies and staying alert in a traditional classroom setting. We aim to meet all students’ individual needs and capitalize on their strengths. Our students are from all five boroughs and often take the school bus to school, an arrangement made through the Department of Education.

Parkside is a non-public elementary school for children ages 5-11. We follow the New York City age cutoff: children need to turn five by the end of December in their kindergarten year to be eligible for enrollment. All children entering kindergarten must be toilet-trained.

Children are grouped according to age, language and social/emotional skills. We try to balance complementary strengths and challenges to help the group cohere as a whole. Groups change from year to year. Children may move to other groups outside the classroom for math and reading. Children also join other classes for snack and lunch dates as well as assemblies and trips.

Every classroom, from kindergarten through fifth grade, has eight or nine students and two teachers. Reading and math classes are often smaller: we have twenty levels of reading and math for our student population. We target their reading and math skills systematically at the just-right level, with small, focused groups.

Grade level guidelines for all subject areas are based on New York State and New York City elementary school standards. We use an Orton-Gillingham-based reading program. In addition to the academics, the children receive gym, yoga, music, art, drama and library. Computers and iPads are used throughout the day to support the curriculum.  

All children will receive reading, math and handwriting homework. The purpose of homework is to practice and review acquired concepts and develop independent work skills. Teachers appreciate feedback from parents about how homework is progressing and will modify or offer strategies when necessary.

We have four OTS, six social workers, five speech and language pathologists, and one additional part-time speech and language pathologist. We also offer reading and math remediation. Our therapists push into classrooms and offer curricular support, pull students out for direct service, and run weekly groups in the classroom. We do not have a physical therapist, but movement, yoga, and OT can facilitate gross motor gains. Most children enter Parkside with an IEP (Individual Educational Plan) formulated by the Department of Education. The IEP goals are assessed when a child begins at the school to make certain that the mandated services support their needs. The IEP is reviewed each school year to revise goals, generate new goals, and to recommend changes in related services when necessary.

We have many after-school clubs run by teachers and therapists. Offerings have included Creative Writing, Improv, Art, Tae-Kwon-Do, and Movement. Parents pay a small fee per class, and clubs run an entire semester. Each class lasts around an hour; bussing is not provided for after school programming.

Parkside teachers, therapists, and co-heads of school, Leslie Thorne and Albina Miller, are accessible by phone or e-mail to answer questions and to address concerns. Parents can leave a voice mail or email message for teachers and therapists.

Parent conferences take place three times per year. One of these meetings can be a team conference with the teachers, Leslie Thorne, and the professional team of therapists. Parents receive detailed progress reports twice yearly.

All pertinent school information is sent home via Sunday Scoop.. Communication with the school as well as to specialists and other parents can be sent in this folder via “Backpack Express.”

Parkside’s Director of Placement, Andie Levinger, and Co-Head of School, Albina Miller, become familiar with every child in the school and follow their progress throughout their time at Parkside. When a child is ready to move on, they help familiarize parents with their choices and guide them through the search for an appropriate placement.

Every family is expected to make a commitment to meeting the goals of the Parkside community in the following three ways:  a) as responsible parents who support their child and maintain open and frequent communication with the child’s teachers and therapists throughout the school year; b) as parent volunteers involved in organizing school events which bring together our community members and help raise much-needed funds for our operating budget; and c) by making financial contributions to our annual appeal in order to help support our excellent programming.

A non-public or funded school is a Department of Education-approved special education school. A non-public school can be recommended by the IEP team if they determine that there is no appropriate public school placement within the Department of Education system. The IEP will then contact the Central Based Support Team (CBST) who may recommend Parkside from their list of approved schools. If your child is accepted into Parkside and receives a CBST deferral, the Department of Education pays the tuition based on the IEP recommendation. 

We have a rolling admissions process. We welcome applications throughout the year. Essential documents for applying include a report from a neuropsychologist, teacher and therapist reports, an IEP, and an application. Though we offer rolling admissions, the sooner you begin the application process the better so we can get to know you and your child, and you can get to know us!