A Foundation of Children United to Succeed, Inc (F.O.C.U.S.) began as an after-school program for at risk African American males in the Cleveland Public Schools, in Cleveland Ohio. It began as an intervention program designed to promote educational encouragement, unity, academic achievement, personal development, and positive character traits, for African American males ages 5 - 16 years old. It began as a program which operated two days a week after school. By providing extra guidance and alternative lessons including positive character building and life skills activities, this program intended to be a stepping stone for a productive educational future for students. Today, A Foundation of Children United to Succeed, Inc continue to focus on enhancing the learning and development of the entire child.
The Mission of F.O.C.U.S. Academy is to be a pillar in transforming the lives of all youth empowering them to achieve at their fullest potential academically, creatively, physically, morally and spiritually. (Mathew 28:19)
To be a highly effective and powerful youth program effectively facilitating and enhancing the quality of life for all youth. (Colossians 3:13)
Maximizing creativity and problem-solving potential by using a student – centered approach that turns visions into reality which results in lasting change.
Each person affiliated with F.O.C.U.S. Academy is a valued member of our learning community. Each person (including students’ family members) is responsible for promoting positive and productive learning opportunities in an equitable and effective manner. Providing a safe and secure educational environment where students are empowered to grow emotionally and socially, develop academic and job skills, while connecting with vital resources. Students will develop at their fullest potential academically, social - emotionally, and physically; being transformed into individuals prepared to assume the responsibility of citizenship. To this end, we value respect, integrity, achievement through accountability, and trusting relationships. These values are the pillars of our learning and developmental community.
Values / Pillars of Our Learning Community
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Here are several reasons why F.O.C.U.S. School House Academy should be considered for your middle school student:
F.O.C.U.S.Private Schooling method promotes a gentle and flexible learning approach. Educating students using this method places emphasis on critical thinking which involves teaching students how to learn rather than teaching everything a child needs to learn. Using the Trivium aspect, your child’s curriculum will encompass a customized curriculum fit for his development. Specifically for middle school, further emphasis is placed on encouraging analytical thinking until he reaches high school, where abstract thinking and articulation of subjects will then be emphasized.
The F.O.C.U.S. School House Academy Method is best for parents who:
The curriculum of F.O.C.U.S. School House Academy is to develop student’s ability to think holistically. The students must be able to identify and analyze underlying structures of problems. The design of the curriculum places high emphasis on several aspects:
Program Design using the Ignitia Curriculum
Reading and Language Arts
The Reading/Language Arts program is standards based and aligned with grade level expectations. The literature based lessons incorporate a variety of genre and cross-curricular subject matter.
The mathematics program is standards based and aligned with grade level expectations.
Individual Instructional Plans
An individualized instructional plan is created for every student. Students work one-on-one with a certified teacher. All instructional programs are designed to meet the student’s individual needs
It is essential that students are able to develop holistically. It is our intentions o provide the necessary learning for 21st Century students. We engage our students in activities which involve Social Emotional Intelligence, Critical Thinking Skills, Financial Literacy, and Apprenticeship Learning
Infant and Toddler Program
· Developing communication skills by reacting to, recognizing and responding to verbal language;
· Making simple vocal sounds and movements to express themselves;
· Vocalizing, babbling and forming consonant and vowel combinations;
· Using fine motor skills and hand movements to hold and manipulate objects intentionally.
· Rolling, crawling and pulling themselves up to explore their environment, which demonstrate executive function skills;
· Beginning to pay attention to people and things by watching, listening and responding to them;
· Using their senses to investigate the world around them;
· Repeatedly performing an action and attempting to achieve the same outcome demonstrate persistence, which is a pertinent to critical-thinking skills.
· Calming and comforting themselves when supported by a parent or caregiver, which demonstrate the development of social-emotional intelligence;
· Responding to and engaging in care-taking routines with a familiar adult;
· Forming and maintaining a secure attachment to a parent or caregiver;
· Attempting new and varied movements in the first steps classroom, including walking across the room, walking backward and marching.
· Demonstrating executive function skills by thoughtfully developing a strategy for performing a task and then finishing it;
· Classifying objects by color, size or shape and then reclassifying them by a distinctly different characteristic, which help to develop critical-thinking skills;
· Using math concepts by counting from 10 to 20 accurately and by grouping and regrouping objects.
· Remaining focused on a task even when other activities are going on around them;
· Further developing critical-thinking skills by solving problems and proposing alternate solutions without needing to experiment with or use every possible solution;
· Demonstrating social-emotional intelligence by controlling their emotional responses and considering a friend’s idea when it is different from their own.
· Offering to share materials and space with a classmate without encouragement or prompting from an adult;
· Beginning to suggest solutions to social problems in the class, which exhibits critical- thinking skills and social emotional intelligence;
· Having longer-lasting friendships with more than one classmate and relating to other peers with the same interests.
In our Kinder-demics program, we implement an “emergent curriculum” approach” What this means is that we intentionally and meaningfully observe and document the interactions, discussions, and fascinations of our children. It is their interests and ideas that helps us to develop effective and appropriate learning opportunities which is the principles from which the “emergent curriculum” is developed.
Field Trips to enhance learning and cultural diversity:
Field trips are planned in advance. Each field trip is geared to support, enhance, and facilitate age appropriate learning experiences.
Licensed / Certified / Affiliations / Accreditation
· Certified and Licensed by the Department of Social Services of the Commonwealth of Virginia.
· Teacher License and Certified by the Virginia Department of Education.
· Members of National Association for Family Child Care and National Association for the Education of Young Children.
· Affiliation with Council of Exceptional Children.
Your support and contributions will enable us to fulfill our mission.