Ascend Elementary Schools

Caring, committed teachers who see your child’s unique self from day one.

Where the Love of Learning Begins

The first day of school should feel like a warm welcome, not a cold start. At Ascend, that’s exactly what your child gets.

Our elementary classrooms are intentionally designed around one belief: every child carries potential worth developing. From the very beginning, students are taught how to navigate their day with clear routines, supportive structures, and caring relationships. Your child’s teachers will know them by name, celebrate their curiosity, and create a joyful environment where learning feels like discovery and where students begin to build the independence and confidence to own their learning.

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Explore our Kindergarten Programs

A Strong Foundation: Classroom Culture

At Ascend, strong classroom culture is the foundation for everything we do. From the earliest grades, students learn consistent routines for how to transition, organize materials, participate, and engage in their learning.

These routines are explicitly taught, practiced, and reinforced, especially at the start of the year, so students feel safe, capable, and ready to take intellectual risks. Over time, this structure helps students grow into independent learners who collaborate with peers, think deeply, and take pride in their work, while teachers are able to focus on rich, engaging instruction.

A Rich and Engaging Curriculum

Our elementary curriculum is designed to build strong foundations in literacy, math, and science while sparking curiosity about the world. In literacy, students develop strong reading and writing skills through phonics-based instruction, rich texts, and daily opportunities to read, discuss, and write.

In math, students engage in problem solving and sense-making, learning to think critically and apply mathematical ideas to real-world situations. In science, they explore meaningful questions through hands-on investigations and projects that encourage them to figure out how the world works. Across subjects, learning is active, inquiry-driven, and connected, helping students build knowledge, confidence, and a lasting love of learning.

Partnering with Families

We believe that strong partnerships with families are essential to a child’s success. At Ascend, families can expect clear communication, consistent expectations, and meaningful opportunities to engage in their child’s learning.

You will understand how your child is progressing, what they are working toward, and how their growth is measured. Families are invited into the school community through events, celebrations, and shared milestones, so you can see your child’s development firsthand and feel confident in their journey.

A Day in the Life of an Ascend Lower School Scholar

7:45–8:00 a.m. | Arrival & Breakfast

Students arrive, eat breakfast, and prepare for the day.

8:00–8:20 a.m. | Morning Meeting

Students connect as a classroom community.

8:20–9:35 a.m. | RedThread Knowledge

Students build reading comprehension, vocabulary, writing, and content knowledge.

9:35–10:20 a.m. | Foundational Literacy

Students strengthen reading, writing, fluency, and language skills.

10:20–12:10 p.m. | Math & Fluency Practice

Students solve problems, explain their thinking, build math fluency, and apply strategies.

12:10–1:10 p.m. | Lunch & Recess

Students eat, move, play, and connect with peers.

1:10–1:55 p.m. | Science

Students investigate scientific ideas through observation and evidence.

1:55–3:15 p.m. | Specials

Students participate in enrichment such as art, music, or physical education.

3:15–3:45 p.m. | Classroom Routines, Closing Circle & Dismissal

Students organize materials, reflect on the day, pack up, and transition home.

Ascend's East Flatbush Elementary School on NBC

Video: Ascend on NBC's New York Live

by Ascend Public Charter Schools

Ascend Charter Schools was recently featured on NBC New York’s New York Live, where host Lauren Scala visited one of our schools to see our classrooms in action. In the segment,...

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