The Learning Annex 

PROVIDING BRILLIANT BEGINNINGS for ALL LEARNERS

No Two Students at Far Hills are Alike—nor is their individual path to learn and grow. In Lower School, students in Grades 1–4 with language-based learning differences receive individualized learning plans with a unique curriculum and the emotional TLC to learn independently and achieve confidently.

The goal of our program is to remediate learning challenges early so students will matriculate into mainstream language arts classrooms and experience the joy of learning in all areas, no matter the context.

Our Motto: In Virtute Multi Ascensus translates as "There are many degrees of excellence." 

No Two Students at Far Hills are Alike—nor is their individual path to learn and grow. In Lower School, students in Grades 1–4 with language-based learning differences receive individualized learning plans with a unique curriculum and the emotional TLC to learn independently and achieve confidently.

The goal of our program is to remediate learning challenges early so students will matriculate into mainstream language arts classrooms and experience the joy of learning in all areas, no matter the context.

The Individualized Learning Plan

Students with a language-based learning difference diagnosis of dyslexia, dysgraphia, and dyscalculia by an educational psychologist start their journey at Far Hills with individualized learning plans with specific, measurable goals.

Based on the diagnosis and insights from the student’s educational psychologist, a multi-sensory learning plan is developed by the Director of Lower School, with input by School Psychologist Dr. Steven Tobias. Along the way, parents share feedback with our language-based teaching specialist Mrs. Lynne Douglas to ensure a holistic view of the student’s progress as goals are met and milestones are achieved.

The Emotional Intelligence Component

We understand that every learning opportunity across campus has a component that may be challenging to students with language-based learning differences. Every lesson is based on content—reading comprehension, writing, speaking, listening. Our faculty understands that the social emotional development of these young students is essential to maximizing their success academically and socially. Across disciplines, our faculty participates in ongoing training to maintain an awareness of and sensitivity to contextual scenarios so that they can amend their lesson plans accordingly. 

Cohort and Community

Students learn better with a daily schedule tailored to meet the needs of neurodiverse learners—frequent study and snack breaks and mindfulness practice—enable them to develop the skills they need to become their best selves. Before, after, and in-between 1:1 intensive, multi-sensory academic lessons, they migrate seamlessly back into the grade level with their peers for daily specials classes (art, music, physical education) as well as recess and lunch.  In this way, students receive the academic support they need while integrating socially into the grade level as a whole.

We could not be more thrilled for our boy! He has progressed three reading levels in under three months. 

His self-esteem is intact. He is as curious and as inquisitive as ever. He is happy."

—Current Parent