FAQ's
1. What does twice-exceptional (2e) mean?
Twice-exceptional, or 2e, is an educational term used to describe students who are intellectually gifted and also have challenges or disabilities impacting various areas of development. These students are often "flying under the radar," with either unidentified giftedness masked by various challenges, or unidentified disabilities masked by compensatory mechanisms. They typically crave learning, autonomy, and in-depth pursuits in their areas of interest. They might manifest a need for constant novelty, or constant sameness. They might outwardly manifest high intelligence or creative potential, yet struggle with achievement of specific tasks, time management, or social relationships. Some twice exceptional students might demonstrate "traits" or full criteria of Autism, ADHD, OCD, Generalized Anxiety, and/or school/social anxiety.
2. What is CPS?
CPS stands for Collaborative & Proactive Solutions, pioneered by Dr. Ross Greene. It is an evidence-based model centered on the premise that "Kids do well if they CAN." The goal of CPS is to solve "unsolved problems" (i.e., unmet expectations) proactively, rather than reactively, through a structured multi-step process which prioritizes obtaining information directly from the child (or adult!), about what is getting in the way of meeting specific expectations. It also emphasizes engaging the child in a true partnership when seeking solutions, and ensuring that proposed solutions are realistic, feasible, and addressing the concerns of the child as well as the concerns of the adult, simultaneously. Learn more by visiting livesinthebalance.org
3. What specific challenges can you support at 2e4Me within the context of the educational day?
2e4Me Academy is a good fit for students who are intellectually curious and love to learn, or love to immerse themselves in deep explorations of specific topics for long periods of time. We are especially well suited for gifted, twice exceptional, or neurotypical students who are "bored at school and can't get enough novel knowledge" or "cant get enough specific knowledge" at home. They struggle in large part because they require the flexibility of time and space to immerse in their areas of interest, accelerate their learning in areas of strength, while still meeting concrete educational goals that are "typically taught at school."
At 2e4Me, we are skilled at helping neurotypical, gifted, and twice exceptional students who require support for social-emotional development or executive functioning skills. Examples of areas we can support include, but are not limited to: rigidity with routines, separation anxiety, social anxiety, perfectionism, pragmatic communication, building and maintaining friendships, building and maintaining trust with teachers or other adults in their lives, understanding and navigating "hierarchy" or "how the world works," and organization/executive functioning. Sometimes these challenges are NOT IDENTIFIED properly, and sometimes they are identified within the realm of diagnoses such as Autism Spectrum Disorder (ASD) level 1, ADHD, Generalized Anxiety, Social anxiety, School related anxiety, or certain learning differences. We are able to support these students through individualization of curriculum and flexibility of time and space.
At this time, 2e4Me is NOT a good fit for students who do not show intellectual curiosity, have severe psychiatric symptoms, require specialized language support (e.g., AAC devices, unless independently communicating or have an adult with them who is skilled at helping them communicate), are younger than 4, are not potty-trained, or are older than ~15 years. As of now, we also do not provide intensive intervention for reading/writing disabilities; referrals are provided as needed.
4. Do you require a diagnosis and/or testing results as part of your application/admissions process?
No, we do not require formal diagnoses and/or testing results/reports. However, we are happy to review any information available.
5. What grade levels do you serve?
Our classes are not grade-based, but rather are designed to meet each student at their own learning level and pace for each subject area. In general, we serve students from elementary through early high school, typically from ages 5 to 15, offering a tailored curriculum that meets students where they are developmentally and academically.
6. What does a typical day look like?
Each child’s daily/weekly/monthly schedule varies based on their current needs and capacities, which are consistently reassessed. For some, a typical day includes a blend of core academics, therapeutic interventions including social-emotional learning, and enrichment activities all through a trauma-informed lens. For others, initial days may focus only on therapeutic activities. Classes are 1:1 or small groups, allowing for personalized attention and strength-based learning.
7. Who are your classes taught by?
Our classes are taught by qualified individuals with specialized experience working with neurodiverse students. Our core academics (ELA, math, etc.) are taught by teachers, who also oversee the general curriculum to ensure each child is meeting grade-level expectations at their own potential. Additional teaching and learning reinforcement is done by our general staff and through well-supported online curriculum via IXL. Many of our staff hold advanced degrees in special education, and all are trained in the best practices for supporting students with learning differences.
8. What credentials do clinical staff have?
Our clinical staff includes licensed psychiatrist, clinical therapist, and behavior interventionalists. Each has extensive experience in working with children and adolescents with a wide range of neurodevelopmental and emotional challenges. All staff are trained in CPS methods and receive ongoing supervision and training in this area.
9. What is your student-teacher ratio? How many students do you have?
Our student-teacher ratio is 1:1 for students at the highest need of care. Some classes have a ration of 5:1, which continues to allow for personalized support. The total number of students enrolled varies but is designed to maintain a close-knit, supportive environment.
10. Do your students get assigned homework?
Research indicates that homework can have negative effects on students and their families, particularly those who are neurodiverse, including causing additional stress. Homework is therefore not a part of our current curriculum. However, teachers communicate regularly with families regarding areas for additional practice should they wish to support home-based learning.
11. What are your tuition fees? How does your tier system work?
Tuition depends on the program chosen, the level of clinical need, and whether attendance is full time or part time. Our tier system for 2e4Me Academy categorizes support levels based on the student's academic, emotional, and social needs. Full-time Tier 3 students require 1:1 support across all settings. Tier 2 students require 1:1 support across some, but not all settings. Tier 1 students can navigate individual and group lessons without 1:1 attention. Part-time students pay reduced rates across these tier levels. Please see our Tuition page for current rates.
12. Do you offer financial aid or scholarships?
Limited need-based support may be available to some families who demonstrate profound need. However, several other financial support programs/options may be available to families to including private insurance reimbursement, school district funding, and individual determination funding from the Regional Center of Orange County. Our team can provide more information on how to apply for these programs.
13. How do you track progress? How is progress communicated to families?
We do not currently provide transcripts. However, progress across academic and clinical areas are regularly tracked through assessments and individualized goals, as well as through more standardized learning assessment tools via IXL. Families receive updates through progress reports, meetings, and frequent communication with teachers and clinical staff. Parents have the ability to communicate with all staff on your child’s team at any time.
14. What are the typical outcomes of students at your school?
Students may transition to mainstream public or private schools, continue homeschooling, or pursue individualized education paths. Some may skip grades or accelerate in single subjects, depending on their progress and readiness.
15. What enrichment do you offer?
We offer a wide range of enrichment programs including art, music, chess, physical education, and social-emotional learning. We periodically offer other topics depending on the interests of our cohort, such as robotics/coding. More details can be found on our enrichment page HERE
16. What is the admissions process?
The admissions process involves an application, review of educational and psychological reports as applicable, a parent interview, parent tour, and a student visit. Our team assesses whether the school is the right fit based on each student's unique needs and our current cohort.
17. Do you offer or support special education services?
While we do not offer traditional IEP (Individualized Education Plan) services, many of our students qualify for IEPs through their public school district or homeschool charter school. We will work with schools and/or your family to coordinate with other service providers as needed, such as speech, physical, occupational, or vision therapy. Your child’s schedule at 2e4Me will be flexibly adjusted.
18. How does the school handle discipline/behavioral issues? Will your school accept my child if they are aggressive?
Many of our students have a history of behavioral challenges not well-supported in a traditional learning environment. These behaviors may include trouble following adults' instructions, eloping from classrooms, being verbally aggressive/threatening, and being physically aggressive towards adults and/or other kids, including hitting, kicking, spitting, growling, etc. While each student's overall goodness-of-fit with our program is assessed individually, the above behavioral factors are not typically prohibitive for admission. We use positive behavior support and the Collaborative & Proactive Solutions (CPS) approach to address behavioral issues. Our goal is to understand the root causes of behavior and work with students to build skills and solve problems collaboratively. Our learning environment is highly flexible regarding expectations and structure, allowing us to give the student the support they need in each moment.
19. How do you integrate technology into the curriculum?
Technology is integrated through the use of educational software (e.g., IXL), and personalized learning tools. Students learn coding, digital literacy, and how to use tech tools to support their education.
20. Are uniforms required?
No, uniforms are not required. However, we do ask that students follow a basic dress code that promotes comfort and respect for the learning environment.
21. Do you provide snacks or meals?
Unfortunately, we do not offer any meal services at this time. Parents are responsible for packing snacks and meals. We are not currently a nut-free campus; this may be subject to change as necessary.
22. Do you offer summer programs?
Yes, we offer a variety of summer programs that focus on both academic enrichment and therapeutic support, providing opportunities for continued growth over the summer break.
23. Are parents involved in the school community?
Yes, parents are an integral part of our school community. We offer regular parent meetings, workshops, and events to foster collaboration and communication.
24. What are school hours?
Our school hours are typically from 9:00 AM to 2:00 PM, but they may vary slightly depending on the student’s individual schedule.
25. Can my child's current ABA provider accompany them?
While the philosophy of our school is not ABA-based, we will work collaboratively with outside ABA (Applied Behavior Analysis) providers. They can accompany students on campus if needed to provide additional support. Tuition may be adjusted to reflect this. 2e4Me reserves the right to request alternative support from the family if the provider is unable to adapt to general school philosophies and policies.