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- Non-discriminatory policy
- Accreditation - Special programs
- Computer intensive education
- Predictable success for each student
- An overview of courses and how a student progresses through the system
- Guaranteed grade level advancement
- A.D.D. and learning disabled students
- Predictable solutions to problems
- A predictable solutionto reading problems
- Gifted students
- Special courses for gifted students
- Accelerated college level courses
- Remarks to international students
- International students make major gains
- Accelerated thinking5-5-5 building comprehension and memory
- Accelerated thinking - defined
- Accelerated thinking methods the core of each curriculum
- Three track curriculum system
- Student study problems
- Memory patterns and effective writing
- Example of schedule - full time school
- Partial list of afternoon field trips, course offerings and credit earned:
- Hundreds of field trips available for all students
- Calendar
- Typical school calendar
- Graduation requirements - 4-year high school
- Boarding facilities with host families
- Faculty and staff are dedicated to results and performance
- Questions and answers
- Costs, financial aid and free services
- Free six week "Write Start" scholarships for all 5 year old children
- Free motivation and reward management training for parents
- Free annual diagnostic testing at our schools whether or not a student is enrolled
- We recommend
- What do parents and students say about accelerated?
by Carl Peterson
NOTICE OF
NON-DISCRIMINATORY POLICY
Accelerated Schools admits
students of any race,
color, religion, sex,
national and ethnic origin
to all the rights, privileges,
programs and activities
generally accorded
or made available
to all students at the school.
It does not discriminate
on the basis of race,
color, religion, sex,
national or ethnic origin
in administration
of its educational policies,
admission policies,
scholarship and loan programs,
athletic, and other
administered programs.
ACCELERATED SCHOOLS:
A private non-profit organization.
Dedicated to excellence in education
through independent study,
using individually prescribed
instructional and motivational systems.
Our program is designed to quickly
improve a student's performance
in every academic area.
Students progress so rapidly
that most who start
below grade level are effectively
doing superior work
after one or two semesters.
All courses include supplemental
or enrichment materials
so students can experience
continuous challenge and success.
We provide effective learning
environments where students
learn and practice
Accelerated Thinking Skill Procedures
while mastering
required curriculum areas.
-------------------------------
ACCREDITATION
Accelerated Schools in Colorado,
Missouri, and Kansas are accredited
by the North Central Association
of Schools and Colleges.
SPECIAL PROGRAMS
College level AP curricula
for advanced students
G.E.D. Preparatory Courses
(General Equivalency Degree)
Adult Education Programs
Private Tutoring - all subjects
Supervised Homework for other schools
Special Instruction
for Learning Disabled Students
Educational and Motivational Counseling
Individualized Computer Assisted Instruction
Guaranteed grade level advancement in:
Reading Vocabulary
and Reading Comprehension
Mathematics Concepts
and Computation Skills
Language,
Grammar,
Spelling and Punctuation.
Regular curriculum courses
English Grammar,
English Literature,
American Literature,
Reading,
American History,
Psychology,
Sociology,
European History,
World History,
Western Civilization,
Social Studies,
General Math,
Pre-Algebra,
Algebra I,
Algebra II,
Geometry,
Trigonometry,
Calculus,
College Algebra,
Astronomy,
Earth Science,
Physical Science,
Biology,
Chemistry,
Physics,
Physical Education,
Art,
Drama,
Film Making/Media Communications,
Spanish,
French.
---------------------------
COMPUTER INTENSIVE
EDUCATION
Since 1977,
we have supplied
instructional computers
for our students.
By 1980,
we owned more than 100 computers
and more than 2,000
software programs.
This has allowed each of our students
to have a computer available
at least three hours per day.
Computers are loaned to students
for use at home.
The results have been very positive
for our students.
Whenever possible,
computer instructional
programs are used
with traditional texts
and workbooks.
This increases time on task ratios,
gives more immediate feedback,
and results in faster
student learning rates.
Word processing computers
have replaced typewriters.
Computers have become
an integral part of most adults'
daily work and social environments.
Students from kindergarten
and beyond accomplish
much better writing,
spelling,
and communication skills
when using a computer.
Problem solving and logical thinking skills
soar when students
have access to real life simulations
and are more involved
in the decision making process.
Becoming comfortable and then fluent
with computers gives our students
a real advantage in this competitive
high technology age.
Accelerated Schools will continue
to lead in computer intensive education
by acquiring more sophisticated
software and equipment as rapidly
as it becomes available.
Our continuing challenge
is to find more and better programs
that will increase student learning,
capabilities,
and selfimage.
------------------------
PREDICTABLE SUCCESS
FOR EACH STUDENT
Above average students
go to school anxious to learn,
but with instruction geared
to the average student,
they may not perform at the level
of which they are capable.
Some bright students become bored,
stop paying attention,
and become disruptive.
We have a broad range
of individualized enrichment courses
to challenge and utilize the abilities
of this type of student.
Marginal students understand
much of what is being taught
but have usually missed
important fundamentals
in a particular subject.
This makes work more difficult,
and they sometimes slip
below the passing level.
They will not be able to progress rapidly
until those missed fundamentals
are identified and mastered.
Once the missing material is learned,
the student can accelerate
to close the gap
that has been created.
Below average students
want to succeed,
but if they are constantly allowed to fail
they eventually become defeated
and stop trying.
The defeated student rarely catches up
unless the pattern of failure
is reversed.
We correct this problem by prescribing
material at a level the student
can consistently accomplish.
Once students start succeeding,
they can quickly catch up
to their grade level.
Learning disabled students
usually have difficulty handling
conventional materials.
We have a broad range of materials
that will match the students' ability.
The self-paced nature
of these materials
and our effective motivation system
has made us successful in teaching
almost all learning disabled students.
Accelerated Schools has repeatedly
demonstrated that an enrolled student
can achieve a full grade level gain
in a subject in an average time
of 37 hours.
These dramatic achievement gains
are accomplished by means
of a scientifically engineered
learning system developed
through many years of research
testing and experience.
The system is built around
these general principles:
Testing and diagnosis eliminate
unnecessary hours of instruction.
Before instruction starts,
preliminary diagnostic tests
are administered to determine
a student's particular strengths
and weaknesses.
We prescribe only those programs
necessary to improve
a student's specific weakness,
eliminating a review of subjects
already mastered.
No wasted time.
A careful combination
of classroom management
and individualized materials
is employed.
Students are not involved
in the time consuming mechanics
of regular school -
all hours are spent on carefully
prescribed learning tasks.
Each minute is planned
for each instructional hour.
Progress is solid and consistent.
Progress checks are made
every 15 to 30 minutes.
Skilled instructors guide each student
through even the slightest difficulty
before going on to the next step
in the learning sequence.
Frequent progress conferences.
Telephone and in-school conferences
are held with parents to review
student progress and goal orientation.
The conferences are also used
to gather information relating
to the student's home habits.
Parents can schedule additional
conferences as often as they wish.
High motivation speeds learning.
Students learn to work independently.
Those who dislike academic work
because of the constant failure
are strongly motivated to try
new methods of learning.
Students find themselves succeeding
where they had previously failed.
Students receive positive reinforcement
with each success
and form positive attitudes
toward learning.
With positive attitudes,
they learn a given amount of material
in a shorter time.
Non-competitive environments.
Our classrooms are quite different
from regular classrooms.
They are planned for relaxed,
efficient learning.
Our teachers are trained
to counsel students
with their individual needs
and interests.
Teachers plan the student's
curriculum for independent study.
Teachers manage
a very effective task-reward system
until the social rewards for learning
and accomplishment become important.
Flexible hours and scheduling.
Since instruction
is completely individualized,
students can attend
during hours of convenience.
We're open 12 hours per day,
six days a week,
12 months each year.
If students have jobs
or other schooling,
our class hours can be adjusted.
Students can start their courses
on any day of the year.
Their school year ends nine months
from that day.
A semester ends 4 1/2 months
from the day the student starts.
A unique motivation program
cuts tuition cost.
Our counselors teach parents
how to use "Winning Systems,"
a positive reward system,
to increase their child's performance.
Parents are taught how to continue
the "Winning Systems"
motivation program in the home.
This ensures that the student
will maintain the rapid gains
made in our school and help
the transference of these gains
to other school,
social and work environments.
---------------------------
AN OVERVIEW OF COURSES
AND HOW A STUDENT
PROGRESSES THROUGH
THE SYSTEM
Students enter the system
at their real ability or grade level
for each subject.
This is determined by standardized
testing before enrollment
and placement testing
after enrollment starts.
Accelerated courses let students
quickly improve their learning rate
to catch up with,
or go ahead of,
their regular classes.
Students who may be seriously
behind in their school work
can expect to catch up
to their grade level
within a few months.
They will then learn advanced study
and communication skills
that will let them be more competitive
with other students.
Once in the system,
students progress rapidly
as they master
each section of material.
In the part-time school,
students may also spend extra hours
having their homework
for other schools supervised.
Accelerated readiness:
(Lowest level course)
Teaches the alphabet and numbers
shapes and colors
and perceptual skills.
The children learn conforming
classroom behavior.
The length of their attention span
is enhanced.
"Write Start"
This special program was developed
by Accelerated Schools.
The program teaches
basic word attack
and phonetic decoding skills.
It is required for students of any age
who have not learned
basic reading skills.
It is very effective
with learning disabled students.
Grade level advancement -
Track One.
Reading and mathematics
language and spelling
are the key fundamental areas.
These specific skills must be learned
before a student can progress
to the next grade.
Students work on these skills
within their required courses
until they are at
their proper grade level.
If financially possible,
students should continue
skill training until they are
at least two years
above grade level.
This makes their class work easier
and allows them to compete
with superior students.
Accelerated Thinking
and Study Skills -
Tracks Two and Three.
Once students are at
or above grade level
they can learn more efficient
classroom study methods.
This course gives average
or below average students
an advantage in skills
and techniques.
This makes them more competitive
with the above average students
in their classes.
Students speed up their learning rate,
increase comprehension,
improve memory,
and learn to organize their notes
for writing and speaking.
This program is designed
to create an above average,
"superior" student.
Students develop advanced skills
in writing and speech -
the key abilities that earn
superior students so many privileges.
College preparatory courses.
This program is geared for students
who want to make sure
they will enter college
with a high level of ability.
These courses ensure a student
success in college and may help
secure financial aid
or scholarships.
Students prepare
for Advanced Placement Tests
or C.L.E.P. tests that allow them
to pass specific college exams
and receive college credits.
-------------------------------
GUARANTEED GRADE LEVEL
ADVANCEMENT
Our learning system,
founded in 1964,
established basic principles
for school accountability
and guaranteed
grade level advancement.
Since that time,
consistently positive results
have been achieved
with all kinds of students
from pre-school
through the adult level.
School records show
more than 99% of students
attending for an adequate time
have been brought up to or above
grade level.
The result?
A guarantee that specific learning
improvement will occur
and that alignment between
natural ability and daily performance
will be realized.
Guaranteed performance contracts
change the expectations
of students and parents.
Accelerated Schools proves
that a child can succeed
at the game of education.
Accelerated Schools guarantees
that a student will succeed
within a specified time,
or instruction will be continued,
without cost,
until the student accomplishes
specified gains.
The guarantee is a key concept
of Accelerated Schools.
Guarantee means results.
It's a way to change the expectations
of all parties involved with the child.
When the guarantee
is put in writing,
it really happens.
Both students and parents succeed.
The percentage of students
who don't meet their goals
is very low -
less than one percent!
What kind of progress
should parents expect?
Our average student accomplishes
a year's gain in all skill areas
every two or three months
of attendance.
This means that students
reading above the 3.5 grade level
usually accomplish two or three
years of grade level gains
in the first nine months.
Students,
who at enrollment are reading
below the 3.5 grade level,
need an additional
one to three months of "Write Start"
word-attack instruction.
Students reading below
the 3.5 level usually accomplish
one to two years
of grade level gains
in their first nine months.
Some students with severe
learning disabilities may require
an additional two to six months
of special training
before grade level gains
can be accomplished.
Potentially serious learning problems
can be spotted and isolated
by the administration
and careful analysis of a battery
of diagnostic tests.
This typically expensive testing
is free.
Parents will know
through scientific measurement
exactly where their student stands.
-------------------------------------
A.D.D. AND LEARNING
DISABLED STUDENTS
In every school system
in the United States,
there are students who achieve
below national scholastic averages.
Unfortunately,
most schools are designed for
and geared to provide education
for the average student.
Students who fall behind
in their learning program
become so seriously handicapped
that they cannot,
without special help,
do anything about their situation.
Educators often refer to such individuals
as Attention Deficit Disorder,
perceptually handicapped,
dyslexic,
brain damaged,
minimal brain disfunction,
hyperkinetic,
hyperactive,
or motor coordination problem.
School is a competitive
environment.
Often "disabled" students
develop compensating
behavior patterns when
they know they are failing
but need to protect
their self-image.
Some seek attention
by simply not trying.
Others act lazy and are a great
source of frustration
to teachers and parents.
Others assume the role
of "classroom clown"
becoming disruptive
to the learning environment.
Others who turn inward
become quiet
withdrawn or act
indifferent and bored.
There is no simple answer
or formula applicable
to the disability problem.
Root causes vary
with each individual.
Environmental and psychological
factors may be at fault.
Poor teaching methods
may be a cause.
Parental conflict
is frequently a problem.
Physical limitations
such as poor hearing or vision
may be contributing factors.
Roughly 15 to 25% of these
students's disabilities may be labeled:
A.D.D., A.D.H.D.,
Educationally Handicapped,
or Learning Disabled.
The frustrations experienced
by all underachieving students
are very real and usually result
in undesirable behavior
or attitudes.
--------------------------------
PREDICTABLE SOLUTIONS
TO PROBLEMS
Accelerated Schools has developed
special teaching methods
and materials that consistently
solve learning problems.
Over 99% of the students
who have attended our schools
for an adequate period of time
have been brought up
to their grade level or above.
Our success with "disabled"
or "labeled" students
has been so consistent
that most parents have been offered
our guaranteed improvement contract.
Free from the restrictions
and pressures of a public school
we discard ineffective methods
and adopt efficient materials
and procedures.
Personal custom tailored instruction.
Continued progress testing
and parent conferences show:
What needs to be learned.
What the learner can do.
What the teacher can do.
What the parent can do.
Qualified professionals pursue
the learning task together
with the students
on an individual basis.
We enable children to catch up
with their regular classes
and realize their maximum
learning potential
----------------------------------
A PREDICTABLE SOLUTION
TO READING PROBLEMS
Reading is the key
to an education.
Experts state that 25%
of our nation's population
has not learned
to read properly.
Many of these students
fail to succeed,
drop out,
develop a poor self-image,
or at least,
need remedial
or special education classes.
To prevent the problem,
we use an effective
reading program that can teach
the non-reader to read
within one semester
or summer vacation.
Students that are one or more
years below grade level
need a much longer enrollment.
The program places
a strong emphasis
on oral language phonics
for decoding words
with specific computer exercises
that ensure proper visual perception,
auditory and motor skill development.
The audio-visual,
computer instruction materials,
and systematic progress checks
provide diagnostic feedback
at every level.
Teachers can guide students
through sequential materials
relevant to the student's needs.
------------------------------------
GIFTED STUDENTS
There are many children
in elementary and high schools
whose academic skills
are far above
their chronological ages.
Traditional schools compel
such students to do grade-level work
regardless of individual ability.
For a ten year old who reads
For a ten year old reading
at the level of college freshmen
this can mean trouble.
If the work is unchallenging
to the youngster,
school can rapidly become
dull and uninteresting.
Such youngsters left mentally
unchallenged or unoccupied
can become a discipline problem
This can cause their academic potential
to collapse around them.
-------------------------------
Accelerated Schools challenges
the super-bright youngster
through individualized programs.
We fit the schedule to the child,
not the child to the schedule.
Not all children are gifted
in all academic areas.
Accelerated Schools is able
to mold the children's programs
to fit their individual needs.
For example,
children with outstanding capabilities
in history are able to pursue
the subject at the college level
even though they may
be studying math
at the sixth grade level.
The advantages
of the individualized program
are tremendous.
It not only provides the means
for the student to work at advanced
levels where they are strongest
but also to improve their
other basic skills through
concentrated work.
The individualized approach
to education reduces competition
between students.
Students advance academically
at their own pace,
in accordance with their own
abilities and desires.
------------------------------------
SPECIAL COURSES
FOR GIFTED STUDENTS
High school age students
can compete intellectually
with adults.
They already compete physically
in tennis, skiing
and other sports programs.
Unfortunately,
the true intellectual abilities
of many young students
go unrecognized
and are underdeveloped.
Many high school students
are capable of college level studies.
These young adults are in desperate
need of sufficient challenges
and successful opportunities.
Many high school students
drop out because
they are not challenged
in the courses available to them.
It's true that many 13 to 16
year-old students are not socially
or emotionally well adjusted
to start a typical college experience.
Our school supervises
special programs to provide
a combination of college level work
and appropriate
social environments tailored
to each student's abilities.
The individualized nature
of the Accelerated Schools
curriculum allows advanced
Track 3 students to accomplish
college level curriculum work
in their high school courses.
Some Accelerated Schools'
students successfully pass
Advanced Placement and C.L.E.P.
(College Level Exam Program) tests.
Passing these tests allows them
to earn college credits
in many U.S. colleges.
This can reduce a student's
college tuition
and time expenditure.
In some cases,
students can reduce the time
required for a B.A. degree
from four years to three years.
------------------------
ACCELERATED
COLLEGE LEVEL
COURSES
Strong emphasis is placed
on development
of the students' ability:
- to comprehend and remember
at rapid rates
- to do independent
study and research
- to ask pertinent questions
- to analyze material
- to express ideas and conclusions
in appropriate verbal
and written form.
------------------------------
Students learn and grow
at different rates.
Instruction is tailored to each
student's maturity level
and stages of development.
Teachers do not assume
that all intellectual skills
are fully developed.
When a student's program starts
our teachers make special efforts
to develop all areas equally.
This provides a broad basis
for continued learning
rather than allowing students
to simply emphasize
their strong areas.
---------------------------------
REMARKS TO
INTERNATIONAL STUDENTS
Accelerated Schools is proud
of its ability to rapidly improve
students' mastery
of the English language.
English programs.
Accelerated Thinking Study Methods
and Memory Guides maximize
comprehension
perspectives and English usage.
International students
are warmly welcomed into
the Accelerated Schools community
and are encouraged to apply.
--------------------------------------
Educational trips
that teach ESL.
Our educational tours and field trips
explore hundreds of historical
and geological sites.
Field trip participation adds
a "hands-on" opportunity
to learn American language
and culture.
Several field trips
are scheduled each week.
The only common language used
is English.
Students prepare notes
prior to the trip and take notes
during the trip.
Students and teachers discuss
the tour features in the vans,
and students write papers
the next day in English based
on their trip experience.
--------------------------------
INTERNATIONAL
STUDENTS MAKE
MAJOR GAINS
ESL students at Accelerated Schools
make notable academic progress
as measured by nationally recognized
standardized tests in reading,
language and math.
Since 1991,
students starting above the 3.5
grade level averaged 32 hours
to accomplish a one year gain
in the three subject areas.
Students starting below
the 3.5 grade level averaged
54 hours per grade gain.
These dramatic advances
were accomplished with
the Accelerated Language Programs
pioneered at Accelerated Schools.
Accelerated Language features
multiple exposures
to curriculum materials,
intensive teacher and peer support,
plus a strong motivational program.
ESL students average more than
3000 pages of writing
in English per year.
Fluency in spoken English
is hard to measure,
but observers and students
have been happily surprised
at the high level of English fluency
our ESL students can demonstrate
after a few months.
----------------------------------
ACCELERATED THINKING
5-5-5 BUILDING
COMPREHENSION AND MEMORY
This series of procedures
dramatically improves
a student's ability in four critical areas
of learning and expression:
Listening and speaking
reading and writing.
All courses are combined
with an accelerated system
of studying that speeds up
the process of learning
and organizing knowledge
for presentation.
Courses are individualized using
a combination of student
self-correction and specialized
teacher guidance with regular
evaluation of progress
in each area.
After a detailed evaluation
of a student's background and abilities
our counselors recommend
specific courses and course hours
that meet the student's objectives
for graduation.
Counselors take advantage
of a student's existing strengths
and concentrate instructional hours
on the weak areas.
-------------------------------
ACCELERATED THINKING -
DEFINED
Accelerated input,
processing and output methods.
How to move quickly through masses
of curricula to get
to an Advanced Placement
level of study in several areas.
-------------------------------
INPUT
Aside from personal experience,
group interaction,
and classroom lectures,
most of our information
comes from books or media.
Our minds are bombarded
with millions of words
through TV and radio.
Publication of books and periodicals
are at the highest level in history.
This information could be
of great value to learning
if properly heard and analyzed.
Accelerated Thinking oral input
procedures are used
with the core curriculum
and supplemental subjects.
This quickly enlarges the scope
of a student's knowledge
and comprehension.
--------------------------------
Effective Listening.
Accelerated students learn
superior methods
for understanding,
organizing and retaining
oral information.
The methods work in lectures,
conferences, conversations,
or through electronic media.
-------------------------------------
Systematic Study Skills.
Accelerated Thinking's core.
Students learn to integrate input sources.
Processing skills presented
in the section include:
Organization of materials,
concentration,
reference & research methods,
note taking,
independent study procedures,
outlining and memory techniques.
The Memory Pattern System allows
the student to retain information
and place it into an organized,
orderly, working memory.
The selected phrases help
to create a knowledge base
before specialization
in chosen areas.
-----------------------------------
OUTPUT
Once input and processing
has been increased,
the next step is to practice
presenting in both
oral and written formats.
Confidence,
fluency and facility with spoken
or written language is a vital part
of today's classroom
and tomorrow's career.
The student capable of smooth,
accurate and persuasive verbal
or written skills is readily accepted
in a wide variety of learning
and working environments.
Many people
young and old alike
experience fear or difficulty
with recall and expression of ideas.
-----------------------------------
Tell-back and Think Tank
practice leads
to persuasive speaking.
Our students have many opportunities
to practice extemporaneous
tell-backs from memory pattern notes.
Students learn persuasive speaking
techniques for conversation,
presentations,
discussions and debate.
-------------------------------------
"Fast-Writing" in quantity
becomes quality writing.
Non-writers learn
to transfer their thoughts
to paper with thousands
of "fast-writes."
After extensive practice to build
the habits of writing,
students learn the skills
of creative expression for essays,
short stories, poetry
and technical writing
for papers, reports or exams.
------------------------------
ACCELERATED THINKING
METHODS THE CORE
OF EACH CURRICULUM
All Accelerated Schools' full-time
students are enrolled in specific
core curriculum courses
that meet or exceed
all state graduation and accreditation
requirements.
Skill improvement is taught
within each curriculum area.
We provide Memory Guides
or learning kits in mathematics,
social studies,
science,
spelling,
handwriting,
and English grammar.
Students improve their skills
at their own pace while providing
an important supplement
to the required curriculum texts.
All students receive
homework assignments
which give additional practice
in using the study skills
and writing procedures taught.
A wide variety of materials
is prescribed at the students'
reading level so they can pass
required mastery tests
for the courses.
Diagnosis of student improvement
is a continuous process.
New materials are prescribed
as the student's abilities increase.
Diagnosis and prescription
are largely teacher directed.
Student's opinions and interests
regarding the material
are always taken into consideration.
-----------------------------------
THREE TRACK
CURRICULUM SYSTEM
The three track system
used by Accelerated Schools
is so effective that older students
often accomplish a three year
grade level gain
within the first nine months.
This does not mean
they have mastered three years
of subject matter,
but it does mean these students
have jumped years ahead
in academic skills as measured
by standardized achievement tests.
The Track 3 Student is able
to work at above average grade
levels but may be indifferent
toward classes aimed
at an average norm.
If not challenged,
they might become bored
and eventually disruptive.
The freedom at Accelerated Schools
to "go as fast as you like,"
along with a variety
of enrichment courses
and creative electives,
transform this potential drop-out
into a confident and well-prepared
college applicant.
The Track 2 Student has worked
consistently at grade level
without realizing how easy
it might be to rise to the top 10%
of the class.
Accelerated Schools puts
this student at the top
of the class by reinforcing skills
with consistent challenge
and immediate success.
By using Accelerated Thinking
methods,
this student learns
to be "above average"
and is soon on the way
to establishing
a high performance lifestyle.
The Track 1 Student
is below average in performance,
feels defeated,
wants to reverse the pattern of failure,
and catch up with peers.
By prescribing materials at a level
suited to the student's ability,
Accelerated Schools is able
to guarantee this student
consistent learning success,
even in cases with substantial
learning disabilities.
------------------------------
STUDENT STUDY PROBLEMS
Our curricula is specially suited
to handle the most fundamental
student weaknesses.
The inability to read,
write and study effectively.
Reading specialists have known
the problems for many years.
Most students read very slowly.
(The average reading speed
in easy material
is about 250 words per minute.
Textbook reading speed may be
as slow as 10 to 50
words per minute.)
Students' recall and comprehension
is mediocre.
They lack the confidence
in their ability to understand texts
in most disciplines.
They lack the study skills
necessary to deal with curricula
reading and writing demands.
The problem is whether
they can study well enough
to survive academically.
Students across the country
respond to their study problems
in predictable ways.
Some are immediately overwhelmed
by the number and apparent complexity
of texts on the shelf
in the bookstore.
College professors
have many students who buy texts
and quickly (within two to three weeks)
give up in despair
of ever getting them read.
Many others struggle along
until midterm and then withdraw
or resign themselves
to certain failure.
Still others try to get by
with the various "aids" that students
use as a substitute for study:
Barron's guides,
Cliff Notes,
Monarch Notes,
etc.
Students receive
a substandard education
when they get by avoiding
suggested supplemental texts.
A few students are able to get
their assignments completed,
but they are in the minority.
The students who succeed
academically have study habits
which enable them to deal
competently and confidently
with assignments.
ACCELERATED THINKING
HAS SEVERAL GOALS
1.
The development of a variety
of reading and study
approaches to be used,
depending upon the nature
of the material
and the purpose of the reader.
2.
A highly efficient method
for learning from the printed page
rather than just reading the pages.
3.
Increased understanding
of any current classroom work
in which the student is engaged.
4.
An increased ability
to organize ideas
from printed pages
using the memory pattern system.
5.
An increased ability
to organize thoughts
for verbal expression.
6.
An increased ability
to remember what has been read.
7.
A richer background of reading
to bring to future study.
--------------------------------
MEMORY PATTERNS
AND EFFECTIVE WRITING
The goal of the Effective Writing Course
is to help all students become
competent in writing.
Writing instruction must be
accessible to all students
at all levels because
writing anxiety is a problem
that we can no longer ignore.
The course is designed
to assist the student
to overcome fears
and negative feelings
toward writing.
Early intervention can prevent
students from basing
critical life choices
on fear of writing
rather than real aspirations.
Becoming a good writer entails
discovering many new methods
for relating to oneself.
It involves goal-setting
and meeting those goals.
Selecting evidence to support
an idea or to answer a question
gives a quick challenge
and success.
Students gathering information
need to act as if they were
preparing a case
to present to a jury.
They have to make sure
the information is complete
because they have to tell
the entire story.
Of course,
their aim is to prove their point
or win their case.
They must learn to select material
specific to their point and purpose.
Decisions must be made.
Investigation involves choices,
conviction and values.
They must weigh their own standards
against the authorities
they are researching.
By the time they've unraveled
complex facts and theories,
they have selected the information
most pertinent to prove their point.
Practicing the decision-making process
is essential.
Learning to ask perceptive questions
is essential.
By the time you understand
the viewpoints or insights
of several authorities
on a subject,
you have probably concluded
several new viewpoints of your own.
---------------------------------
Accelerated Thinking speeds
learning and the assembly
of knowledge
into a coherent theme.
Knowledge acquisition
is controlled by the pace
of information presented
in classrooms.
The "memory pattern" system
we teach allows the student
to group different viewpoints
from different sources
on each subject.
The process of collecting
each of those viewpoints
in one area allows the student
to make decisions
as to the validity
of the conflicting views.
CURRICULUM SELECTION
Our curricula are designed
to provide a strong footing
for studies
in a wide range of areas.
Accelerated Thinking curricula
introduce all the major areas
of study such as Literature,
American History,
World History,
Western Civilizations,
Earth Science,
Life Science,
Biology,
Chemistry,
Physics,
etc.
The core curricula become
the key for fitting the isolated
facts and experiences
of the culture into a theme
that guides our living.
Once students get the idea
of how bits of knowledge
fit into the broad spectrum
of life and discovery,
we can start
the specialization process.
We encourage the student
to explore in one or two areas
until they get the feel
of being quite expert
in those areas before choosing
another area to master.
--------------------------------
EXAMPLE OF SCHEDULE -
FULL TIME SCHOOL
Teachers pick up students at their homes
9:30 A. M. School starts
9:30 A.M. to 1:35 1st through 5th Period
To be sure our students make
the fastest academic improvement
in the shortest number of months,
we schedule all 1st through 5th
period instruction
in a completely individualized
learning environment.
Between 1:35 P.M. and 3:30 P.M.
we schedule hundreds
of educational field trips
and recreational activities.
Students may attend all or any part
of these afternoon programs
and receive credit
when they complete required class work.
Students may eat a brown bag lunch
during their break
or between 1:35 AND 2:05 P.M.
1:05 to 1:35 Lunch break
2:05 to 2:50 6th period
2:50 to 3:30 7th period
3:30 Vans leave for the students' homes.
Students leaving before 3:30 P.M.
must provide their own
transportation home.
Bus lines are close to the schools.
All students staying on campus
until 3:30 P.M. must attend
supervised classes or field trips.
-------------------------------
PARTIAL LIST
OF AFTERNOON FIELD TRIPS,
COURSE OFFERINGS
AND CREDIT EARNED:
Individualized Science Labs - Science
Computer Science - Various
College Prep - Various
ACT SAT Prep - Various
Art - Art
Independent Study - Various
Spanish, French - Language
Sports, Snow Skiing - P.E.
Drama - English
Film Making and Still Photography - English
Library Skills - English
Field Trips - Various
---------------------------------
HUNDREDS OF FIELD TRIPS
AVAILABLE FOR ALL STUDENTS
A unique education by itself.
Designed to enhance the academic,
speaking and social skills
of our students.
1000 Ft. Underground mine tour, Cripple Creek
16th Street/Tabor Center
Air Force Academy
Alexander Graham Bell Museum
Anthropology Museum
Arvada Historical Museum (flour mill)
Aurora History Museum
Barr Lake State Park
Bear Creek Lake Park
Botanic Gardens
Buffalo Bill's Grave, Lookout Mountain
Buffalo Ranch
Bureau of Standards
Campus Tour, Boulder
Casa Bonita
Cave of the Winds
Central City Mining
Chatfield Dam
Cherry Creek Dam and Nature Trail
Cheyenne Mountain Zoo
Cheyenne Railroad Museum
Children's Museum
City Court Building
Civil War Sites
Colorado Highway Patrol
Colorado Railroad Museum
Colorado History Museum
Colorado National Bank
Conservation Walking Tour
Coors Field
Copper Mountain
County Court Building
CSU Campus Tour, Ft. Collins
Currigan Hall
Denver Automated Flight Control (Air Traffic)
Denver Police Dept.
Denver Public Libraries
Denver Art Museum
Denver Fire Department #1
Denver International Airport
Denver Fire Fighters Museum
Denver Mint
Denver University
Denver Performing Arts Center
Denver Athletic Club
Dinosaur Park
Downtown Littleton Arts
Dumb Friends League
Echo Lake
Fairmont Cemetery
FBI Offices
Fine Arts Museum, Colorado Springs
Fire Fighter's Museum
Fishing at Conifer
Fiske Planetarium
Florissant Fossil Beds
Forensics Lab, CSU, Ft. Collins
Forney Transportation Museum
Fort Logan National Cemetery
Gates Planetarium
Glen Eyrie Mansion, Colo Springs
Glenwood Hot Springs
Governor's Mansion
Grant Humphrey Mansion
Grave Yard, Central City
Green Mountain Reservoir
Hall of Life (over 20 scientific demonstrations)
Hamel House, Hotel du Paris, Georgetown
Heritage Square
Hill Climb Museum
Immaculate Conception Church
Judicial Building
Keebler Cookies
King Soopers
Lake Estes, Estes Park
Lake Dillon
Littleton Historical Museum
Living Water Nature Trail
Loveland Bronze Works and Statues
Loveland, Cherry Pie Party
Lowry Heritage Museum
Mica Collecting
Mile High Stadium
Mile High Kennel
Mile High Cable
Mint
Miramont Castle
Molly Brown House
Mount Evans 14,000 feet
Mt. Falcon Park
Mt. Princeton Hot Springs
Museum of Natural History
Museum of Western Art
National Jewish Hospital
National Mining Museum
NCAR, Boulder
Nursing Home
O'Fallon Park
Old Town Historic District
Olympic Training Center
Ore Prospecting
Oregon Trail
Pearl Street Mall, Boulder
Pepsi Center
Pepsi Cola Plant
Petrified Forest
Phoenix Mine, Idaho Springs
Pike's Peak Picnic, Cog Railway to top, Manitou
Pioneers Museum, Colorado Springs
Prison Tour, Canon City
Public Service Center, Arapahoe, Cherokee, or Zimi Plants
Rainbow Bread
Red Rocks
Rescue Mission
Rocky Mountain News
Rocky Mountain National Park
Rodeo Hall of Fame
Ronald McDonald House
Rosemount Castle, Pueblo
Royal Gorge, Canyon City
Sand Creek Massacre site
Santa Fe Trail
School of Mines
Six Flags Elitch Gardens
South Broadway Antiques
South Park City, Fairplay
Spaghetti Factory
State Capitol Building
Stock Show
Summit Lake
Sweatsville Zoo (Iron Sculpture) Ft. Collins
Swedish Medical Center
Tabor Center
Tattered Cover Book Store
Tesla Museum
The Old Ghost Town, Colo Springs
The Farm (a working farm)
Tiny Town
Tivoli
Trail Ridge Road
Union Station
University of Wyoming, Heritage Center
US Weather Bureau
US Post Office
US Geological Survey
Wax Museum of the Presidents
----------------------------------
CALENDAR
Year round school.
Start any day of the year.
Students complete their school year
9 months from their actual
starting date.
Students graduate when they have
met the objectives
and requirements of the courses.
The year round school allows
fast-track students to graduate
from high school or college
within 36 months.
Parents may schedule a 1 week
spring break or ski vacation
at times of convenience
to their family.
Parents may schedule a 1 week
spring break or ski vacation
at their convenience.
The school counselors
must be notified two weeks
prior to any vacation.
Classes may be available
for those students wishing
to attend during the winter
or spring breaks.
Our transportation
is not available during those times.
Our offices are open
on all school holidays except
July 4th,
Thanksgiving Day,
Christmas Day,
and New Year's Day.
--------------------------------
TYPICAL SCHOOL CALENDAR
President's Day - No Classes
Spring Break - 1 week in March or April
Easter Monday - No Classes
Memorial Day - No Classes
Graduation 8 P.M. - 1st Friday in June
Annual Reunion - 1st Saturday after graduation
Summer Sessions - June through August
Fourth of July - No Classes
Fall Session Starts - Any day in August or September
Labor Day - No Classes
Thanksgiving - No Classes
Winter Break - Last two weeks in December
-------------------------------------
GRADUATION REQUIREMENTS -
4-YEAR HIGH SCHOOL
5 credits of English (including a senior research paper)
3 credits of Social Studies (including US History)
2 credits of Science
2 credits of Mathematics
1 credit of Physical Education/Health
1 credit of Computer Science
8 credits of Electives
22 total credits
---------------------------------
BOARDING FACILITIES
WITH HOST FAMILIES
We arrange room,
board for our out of town students.
We prefer placement
with a "host family" who can provide
valuable attention
and some social activities
for the student.
The supportive family environment
provided by our substitute parents
has proven most effective
for our students.
The families we recommend
have been screened and trained
to support our positive
reinforcement program.
Some substitute families
have other children
in their homes or have already
reared their children.
This gives them a valuable
perspective for dealing
with our students.
Students are treated as members
of the substitute family
and are responsible for the care
of their own private room.
They are expected to keep
reasonable hours
for their age group and follow
tailored rules for each situation.
The host family's geographical
location within the metro area
isn't important as teachers
pick up and drop off students.
-------------------------------
FACULTY AND STAFF
ARE DEDICATED TO RESULTS
AND PERFORMANCE
Accelerated Schools employs
carefully screened professionals
in every category
of administration and instruction.
Experienced Staff.
Our staff averages
more than 10 years of public,
private school,
or college teaching experience.
Most teachers have a specific
specialty which complements
the backgrounds
of other associates.
Many teachers hold advanced
degrees in Education,
Special Education,
Psychology,
Sociology,
Mathematics,
or Reading.
More than 80% are certified
or licensed teachers.
Additional staff include specially
trained educational counselors
who analyze educational background
and psychological factors affecting
each student.
The counseling staff is available
night and day and is committed
to solving problems
for students and parents.
--------------------------------
Staff in-service training.
Because of the accountability
model structured into our school,
weekly staff training
and review sessions are required.
Each teacher completes
extensive courses in behavior
and classroom management
and works as an assistant teacher
until fully qualified to manage
a student's program.
--------------------------------
A very accountable faculty.
Accelerated Schools selects
and retains only those
staff members willing to accept
the level of responsibility
that students need and should have.
------------------------------------------
QUESTIONS AND ANSWERS
Who attends the school?
The majority are very bright students
who need additional challenges
to benefit from their education.
Many do extraordinary work
here and in college.
Many were performing
far below their potential.
Over 70 percent of the students
test above grade level
when they enter.
20 percent test
at an average level.
10 percent of the students
have learning deficits.
Most of the students that attend
one or two years will score two
or more years above grade level.
This rapid improvement enables
students to practice habits
of high level academic achievement.
The challenging curricula.
includes college level
Advanced Placement.
What percentage of the students
are from other countries?
Over 10 percent.
International students from
over 30 countries have enrolled
for high school or college.
All improve their English
language skills
in our individualized
Intensive English
and field trip programs.
What ages of people
take this program?
There are no age restrictions.
Because the instruction
is individualized,
we are able to work with people
of any age level from pre-school
through college level.
How much time
is required
for a grade-level gain?
In the part-time school,
the number of hours needed
for each grade-level gain
varies between 20 and 80 hours.
Records show that our students
average one grade-level gain
for every 37 hours of attendance.
Hours needed for specific courses
can be determined
by consultation with our counselors.
Part-time students attend
three to five times per week,
two hours per session
until they meet their objectives.
When can you start instruction?
You may start anytime
after testing and diagnosis
are completed.
When are courses offered?
Between 9:00 A.M. and 8:30 P.M.
weekdays and 8:30 A.M.
and 12:30 P.M. Saturdays.
Do you have special programs
for ADD, ADHD,
or Learning Disabled students?
Yes.
We have been able to correct
many learning problems.
We are successful with some
minimally retarded
and brain damaged children.
These students may have to be
enrolled on a best effort,
hourly basis.
In some cases
a special guarantee
can be given.
What if I have a student
who has knowledge
but can't pass the tests
to prove it?
We have a special course
to teach students necessary
test-taking skills.
They learn to succeed
with all kinds of tests
and develop new attitudes
about test-taking.
What do you do with students
who are so defeated
that they don't want to try?
All of our students experience
a lot of success.
We set up positive
motivational systems
for the student.
What are your fees?
Please request
a current schedule of fees.
Is financing available?
You can pay as you receive instruction
or arrangements can be made
to pay the fees over
an extended period of time.
Visa and Mastercard are accepted.
Educational bank loans
with extended terms are available.
How can I be sure
that the dollars I spend
will achieve all the specified
academic gains?
We have a special guarantee.
After free diagnostic testing,
we can determine
the maximum cost to raise
your student to a particular level.
This maximum cost is fixed.
If it takes more hours
to implement special materials,
the fee will remain unchanged.
We continue instruction
until the specified gains
are made without further charge.
You know exactly how much progress
will be accomplished
for the funds spent.
Will anyone assure me
that upon completion
of the program,
my student will pass the G.E.D.
or graduate high school?
We will.
Why do you stress reading,
math and behavior so much
when students really need
to be trained in a specialty?
What students need most
is not specific vocational training.
Students need improved levels
in computer usage,
reading, math and language arts,
as well as behavior.
Just ask top executives
what they look for,
specific vocational training
or general intellectual
and personal competence?
But you do teach other courses
than these basic ones,
don't you?
It is unlikely that any school offers
as wide a choice of courses
as Accelerated Schools,
from art to anatomy
and from psychology to philosophy.
It's just that we do not teach
welding or sewing.
Education is not training.
What's wrong with being
an underachiever anyway?
Everyone can't be a "Winner?
Everyone becomes a "Winner"
when they are operating
at their optimum level.
What's wrong with "being average"?
There's bound
to be an average.
But no one is sure
what "being average" is.
Easily misunderstood concepts
like "normal" or "typical" turn
"average" into a cover-up
for low expectancy or outright failure.
How would you sum up
your educational philosophy?
Our goal is to produce
highly skilled students
who have a positive attitude
toward themselves.
We want our students
to have a much wider range
of possible futures.
---------------------------------
COSTS, FINANCIAL AID
AND FREE SERVICES
Our part-time school is usually
the lowest cost solution
you can find.
Our subsidized rate of $50.00 per hour
for reading instruction is much less
than other tutoring schools
which usually charge
from $30.00 to $50.00 per hour.
Hourly student improvement
is very rapid and guaranteed.
Since 1964 our students
have needed an average
of only 37 hours to accomplish
a full year's gain on standardized
tests of reading, math
or language arts.
------------------------------------
Ask for current
full-time school rates.
----------------------------------
Financial aid.
Some financial aid is available
to qualified students
on the basis of need.
A student's need for assistance
is established through
the School Scholarship Service
Financial Questionnaire
(Parent's Financial Statement).
This form asks for a detailed
accounting of a family's
financial resources,
which the scholarship committee
uses to appraise the family's need.
The school reserves the right
to ask for supplemental information
such as an income tax return.
Upon receipt of this appraisal,
the school determines the amount
a family can be expected to pay
and then may be able to award
a grant to make up the difference
in the total cost.
---------------------------------
FREE SIX WEEK
"Write Start" SCHOLARSHIPS
FOR ALL 5 YEAR OLD
CHILDREN
"Write Start" is much more
than a computer literacy program.
It is a vital first step
to a successful life.
Failure in first grade
is so traumatic,
we offer six weeks of free instruction
for all 5 year old students
to help them succeed in first grade.
Goals -
Creating above average (superior)
students and preventing
"failure in first grade
that turns into failure for life."
--------------------------------
Classroom success
is crucial to a child's future.
Students taking the course learn:
How to follow teacher instructions.
Independent,
self-starting study and work habits.
Students learn extremely
high time-on-task ratios.
We limit the opportunities
for failure and criticism.
Students learn more
about the alphabet,
numbers and the 1200 words
that comprise 90% of our written
and spoken language.
------------------------------
Computer utilization.
Students learn to type by touch
through a specially designed course
that develops word processing,
spelling,
punctuation,
and writing skills.
Lessons gradually increase
in difficulty so students
experience continuous successes
at every level.
This continued exposure to success
quickly leads to the most
important goals of the course:
Improved self-image and the confidence
to try new subjects and learning.
Typing results are very accurate
and earn praise when printed out.
We alternate 20 minute segments
of the Typing Program
and Accelerated Language
copying of words
on the computer screen.
Student improvements
can be measured
by rapid increases
of standardized test scores
which build self- esteem.
Perhaps the most important
measures are subjective
but easily noticed.
Students enjoy the classes
and get hooked on their progress.
-------------------------------
What are the reasons
behind the 5-year-old
scholarships?
To stop school failure
before it gets started
and to create superior
In 1991 we predicted that 90%
of the students that completed
our "Write Start" 5-year-old program
would continue to be
in the top 25 percent of their classes
and life opportunities.
We are continuing a 40 year
follow-up study to help
other schools decide
whether to offer similar programs
in each neighborhood.
So far the follow-up results
are better than we predicted.
The program proves that children
can progress rapidly,
be motivated,
and be more successful in school.
What financial obligations are there?
None whatsoever.
The Carl H. Peterson Scholarship Trust
pays for the instruction,
classrooms,
and materials used in the program.
-------------------------------
Failure to read
is failure to thrive.
It is far better to get the child
on the right track
in the preschool years.
Preventing first grade failure
is much less expensive
than trying to repair
the damages of failure.
Six weeks of "Write Start" training
in the child's 5th year will do more
for the child than 30 to 60 weeks
will accomplish once the child
is one or two years behind.
--------------------------------
Reading failure
is an early warning
of life failure.
A future becomes remote
and unreachable.
Parents must pay serious attention
to reading needs.
Poor reading is a permanent stigma.
A permanent limit to life.
Parents who get involved and meet
the attendance commitments
can get the help they need
from Accelerated Schools.
--------------------------------
FREE MOTIVATION
AND REWARD MANAGEMENT
TRAINING FOR PARENTS
Accelerated Schools parent training
concepts are very practical
and work wonders.
Our first objective is to dry up
the rewards parents
are now paying
for underachievement
such as allowances
and privileges.
Most American students
receive cash allowances
whether or not they succeed
at school or with homework.
Accelerated Schools restacks
the existing cash rewards
and privileges on the side
of doing homework
and succeeding at school.
Rewarding task completion
prepares students
for the real world
where workers are paid
for performance.
In addition,
Accelerated teaches parents
to use social rewards
for performance.
High performance earns
much more than immediate
monetary rewards.
Performance earns
social acceptance,
approval and praise.
In the long run,
the habit of receiving
social rewards becomes
more valuable than
the money in sustaining
higher performance.
Performance becomes more consistent
with consistent exposure
to a high-performance environment.
The child
like other superior children
wouldn't give up the rewards
for anything.
----------------------------
FREE ANNUAL
DIAGNOSTIC TESTING
AT OUR SCHOOLS
WHETHER OR NOT
A STUDENT IS ENROLLED
Diagnostic testing will determine
a student's achievement level
in each of the basic skills
and subject areas.
Standardized tests pinpoint
any deficiencies
and the beginning instructional
level for each student.
The diagnostic battery of tests
requires three to five hours
to administer.
An interview with the parents
takes place while
the first tests are given.
After tests are scored,
an evaluation conference is held.
Evaluation considers physical,
social and motivational factors
affecting the student
and determines the difference
between the student's potential
and actual performance.
Our counselors will prescribe
a specific instructional program
that builds on the student's
strengths to overcome
their weaknesses.
---------------------------------
WE RECOMMEND
1.
Make an appointment
for FREE diagnostic testing.
Allow two hours for the testing
of reading and math.
Our counselors will assist you
in the interpretation of test results
and give you an evaluation
together with specific program
recommendations.
2.
Make an appointment to visit
the school and meet some of our staff
while taking a tour of our facilities.
-----------------------------------
WHAT DO PARENTS
AND STUDENTS SAY
ABOUT ACCELERATED?
"He has learned more
in the six week program
at your school
than he has learned
in two years at public school
with special education teachers.
The positive reinforcement he
is receiving at Accelerated Schools
is helping him a lot."
"You are obviously very much
in tune with the likes
of the Joe Students of this world,
and your kindness in his behalf
goes above and beyond
the call of duty.
Thank you!
J is doing very well
at C.U. thus far.
Our hopes are high!"
"...This school is an opportunity
for those students who
have not been doing so well
in the past for different reasons.
On the other hand the students
can move faster and graduate
early compared
to the regular high schools."
"...I really like the school,
for doing memory patterns.
For those of you who
don't know what
memory patterns are:
We take notes as the teacher
lectures or reads
from a book.
I believe that note-taking
is the most important thing
in college."
"I was impressed
with the uniqueness of the school
and with the gains
that the students were making."
"I will never be able
to thank you enough
for all the support you have been
with both my boys.
I know how rewarding school was.
It was great incentive
and did much for their self-esteem."
"I can't thank you enough
for all that you have done for me.
You're in my book
of memories forever."
-----------------------------
More Comments
"For the first time,
he is anxious to go to school
and shows real enthusiasm.
He feels a responsibility
to get his homework done,
and to concentrate in class.
He feels the daily report card
has a lot to do
with his newfound efforts."
"She's actually looking forward
to school starting....
The real reason
for writing this letter
is to thank you for all
you have done for us.
I know V wouldn't have come
as far as she has
without your help and support....
Thank you just isn't enough,
but it's the best
the English language
has come up with so far.
You will always have
a special place in our hearts
and I know we will never
be able to repay you.
Thanks again!"
"I can see the changes
(for the better) already."
"Thank you for listening
so often and so well.
I am pleased
with my son's college choices.
I thought you might like
to see his report card."
"We are really pleased
with our son's successes.
He is also very proud of himself."
"Just a letter to thank you
for all of the help you have
given me during
all the rough times in my life....
You taught me so much,
like to never give up,
and to always believe in myself.
You showed me there was
so much in my life
if I wanted it.
You guided me down
the rough roads in life
and reminded me
that I was a good person."
"He thoroughly enjoyed
the school and did very well."
-------------------------------
More Comments
"...you would be amazed
at the direction J is taking.
He's finally getting motivated....
J seems much more confident
about his academic abilities.
I want to thank you
for all of your help.
I don't think we would
have gotten through last year
without your support."
"We just want you to know
how we appreciate you
and your relationship/friendship with B.
Finally he's enjoying a stressless,
positive school year -
which impacts us,
very positively and happily,
as well.
We marvel at your interests,
unbelievable energy level
and enthusiasm -
and your obvious caring
for the kids who
for various reasons,
`don't quite fit'..."
"Through daily grading
and a personal incentive system,
Accelerated Schools proved
a benefit to our families."
"Inattentive,
hyperactive and failing students
begin to gain a sense
of accomplishment and success
in closely supervised small classes.
Services of this nature
were not available
in the public school system."
"Your scholarship program
for 5 year olds is available
to everyone including
underprivileged children.
It is well known in the community
and has helped a lot of children
that would otherwise
not have been able
to get a good education."
"I feel that what you are providing
to the Colorado citizens
is a worthwhile endeavor,
and probably saving the citizens
some tax money,
otherwise spent on counseling
and educating a segment
of our society."
"Best wishes
in your educational ministry.
You are touching so many families
in very positive ways."
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More Comments
"The long term problem-solving service
that you have provided
for the community is well known
and accepted and has created
a positive environment."
"I believe Accelerated Schools
to be one of the best private institutions
in the city of Denver."
"An effective learning environment
and an excellent tool for promoting
self-esteem through achievement
and motivation for self-improvement."
"I would like to take this opportunity
to commend both you
and your staff for the excellent
educational program
that you have put together.
The system that you use
at your school not only addresses
the educational needs
of the student,
but also teaches
the student self-esteem,
pride and the ability to regain
the confidence that is necessary
to be a productive member of society."
"Accelerated Schools has been
a special and positive refuge
of learning for B,
and I know he'll take the lessons
he's learned there and apply them
to further success
at college and in life.
Thank you for your part in that."
"Six months ago my daughter
was failing in all but one subject,
ditching school on a regular basis,
and had all but become
a non-productive
member of society.
Today,
my new daughter is an "A"
and "B" student,
did not miss any school
since her enrollment at Accelerated
and has again become
part of a family
that loves her very much."
"F probably wouldn't have made it
through this year,
and be graduating if you
had not been so determined..."
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You may also write or call for information at:
ACCELERATED SCHOOLS
2160 S. Cook St.
Denver, Colorado, 80210
Phone: 303-758-2003, 1-800-SCHOOL3
Fax: 303-757-4336
10713 Barkley,
Overland Park, Kansas, 66212
Phone: 913-341-6666
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