Admissions
Who Should Attend Cottonwood Day School?
Our objective at Cottonwood Day School is to educate and serve students with learning disabilities.
Cottonwood Day School admits children grades 1-8 and High School who are often gifted but have difficulties in reading, writing and math that are often due to one or more of the following:
Auditory and/or Visual processing difficulties
Visual processing disorder
What is it?
A visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted, or processed by the brain.
Auditory processing disorder
What is it?
An auditory processing disorder interferes with an individual’s ability to analyze or make sense of information taken in through the ears. This is different from problems involving hearing per se, such as deafness or being hard of hearing. Difficulties with auditory processing do not affect what is heard by the ear, but do affect how this information is interpreted, or processed by the brain.
An auditory processing deficit can interfere directly with speech and language, but can affect all areas of learning, especially reading and spelling. When instruction in school relies primarily on spoken language, the individual with an auditory processing disorder may have serious difficulty understanding the lesson or the directions.
References
1. ↑ By:National Center for Learning Disabilities (NCLD) , « Visual and Auditory Processing Disorders »
Difficulties in Reading, Writing, Or Math
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
- letter and word recognition
- understanding words and ideas
- reading speed and fluency
- general vocabulary skills
Learning disabilities in math (dyscalculia)
Learning disabilities in math vary greatly depending on the child’s other strengths and weaknesses. A child’s ability to do math will be affected differently by a language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization.
A child with a math-based learning disorder may struggle with memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5×5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by twos or counting by fives) or have difficulty telling time.
Learning disabilities in writing (dysgraphia)
Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending and synthesizing information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.
Symptoms of a written language learning disability revolve around the act of writing. They include problems with:
- neatness and consistency of writing
- accurately copying letters and words
- spelling consistency
- writing organization and coherence
References
Dyscalculia
References
1. ↑ By The Understood Team, « Understanding Dyscalculia »
Dysgraphia
References
1. ↑ Excerpted from the LDA of California and UC Davis M.I.N.D. Institute “Q.U.I.L.T.S.” Calendar 2001-2002, « Dysgraphia »
Dyslexia
People with dyslexia have normal intelligence and usually have normal vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.
Though there’s no cure for dyslexia, early assessment and intervention result in the best outcome. Sometimes dyslexia goes undiagnosed for years and isn’t recognized until adulthood, but it’s never too late to seek help.
References
Executive Functioning Deficits
Trouble with executive skills are fairly common in kids with learning issues. It also produces the hallmark symptoms of ADHD. That’s because ADHD is an impairment of executive function.
If your child struggles with executive function skills, she may show certain behaviors at home and in school. But you may not recognize them as signs of executive functioning issues.
In part, that’s because executive skills develop over time, and at different rates. So in young kids in particular, it can be hard to pinpoint where there are lasting problems. And sometimes, the behaviors may be common for a child’s age group.
For example, it’s common for middle-schoolers to be overly dramatic. Or for high-schoolers to have trouble managing their time when there’s so much on their plate. Much depends on whether these behaviors persist.
It’s also important to know that other conditions can produce some of the same behaviors, and often co-occur. These conditions include anxiety, obsessive compulsive disorder, and autism.
References
1. ↑ By The Understood Team , « Signs of Executive Functioning Issues at Different Ages »
Learning Disabilities
Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information.
Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.
References
1. ↑ Authors: Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, Ph.D. Last updated: January 2019. , « What are learning disabilities? »
Low self-esteem, history of underachievement, low motivation
Your child’s self-esteem is how much she values herself and how important she believes she is in her world. It’s tied to how capable she feels. Positive self-esteem can make a big difference for children with learning and attention issues.
When children value themselves, they’re more likely to stand up for themselves and ask for the help they believe they deserve. When they’re confident and secure about who they are, they’re better able to face and manage their learning challenges.
Underachievement among children with learning disabilities occurs when they do not perform to their potential in areas where they are not disabled. For example, an underachieving student may have a diagnosed learning disability in reading.
References
1. ↑ By Bob Cunningham, Ed.M. , « The Importance of Self-Esteem for Kids With Learning and Attention Issues »
Twice exceptional
References
1. ↑ By Amanda Morin , « 7 Myths About Twice-Exceptional (2E) Students »
- Intellectual disability or below average cognitive ability.
- A primary diagnosis of Emotional Disturbance.
- A history of severe behavioral difficulties, disruptive behavior, physical aggression, and/or conduct difficulties.
Shadow Day Visit
Shadow Visit to include: Shadow Week – When your student has been selected as a candidate at Cottonwood Day School, he/she will be invited to join the team for a week to get acclimated, take any necessary assessments, and determine if the program is a good fit before starting the enrollment process.
Cottonwood Day School Notice of Discriminatory Policy As to Students:
The Cottonwood Day School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities, generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, and national or ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.
Tuition
We are a non-profit, charitable organization. One hundred percent of our tuition goes to cover salaries, overhead and expenses. Our costs are driven by small classes, individualized instruction, and a low student-to-teacher ratio. Tuition covers most, but not all, of the cost of a Cottonwood Day School education. We welcome generous donors and partners to help us to bridge this gap so that we can keep tuition as low as possible for families.
Tuition for 2022-2023 school year : $-11800. Highschool Tuition is 12,875. We do have a scholarship fund and will work with families. Parents may elect to pay tuition in 11 monthly payments distributed over the year, two payments at the beginning of each semester, or in full at the beginning of the school year.
Please click on the “Parent Portal” button below to pay tuition electronically.
Financial Aid
Thanks to some generous donors we have established a financial aid/scholarship fund for deserving students.
If you would like to apply for financial aid, please click on the button below. You will be required to fill out some information and pay a nominal fee for the application. FACTS will evaluate the financial need and inform Cottonwood Day School of aid eligibility.
Cottonwood Day School Notice of Discriminatory Policy As to Students:
The Cottonwood Day School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities, generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, and national or ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.
Parent Portal
Please click on the “Tuition Payment” button below to charge tuition by credit card or pay through your checking account.
Tuition Payment will be processed through SchoolCues. Please call 406-586-3409 if you have any questions.