School Readiness Program

Fill out our intake form below!

For more information call us at 303-221-7827 or email: 

Funding options available for residence of Douglas and Arapahoe Counties through Developmental Pathways. Please inquire!

Give your kids the skills they need to succeed in preschool and beyond! 

Program will start based on demand! Inquire if interested! 

Ages 3-6 years

Program includes two 30 minute parent meetings. One before program and one after completion of the program. 

*If you are a resident of Douglas or Arapahoe Counties there may be additional funding options available to you through Developmental Pathways. Please inquire!

STAR Institute's school readiness program is designed to enhance your child's skills and build on their strengths to prepare them for a school environment. Our goal is to provide a supportive, therapeutic group program that allows your child to build the confidence, self-esteem, self-awareness and maintain the regulation they need to transition to the school setting. 

Through play, semi-structured activity and built-in routines, you child will have opportunities to engage in activities that develop social skills, listening skills, respect, team work, communication sharing thoughts and ideas, following directions, completion of tasks and the ultimate understanding of feeling great, being a part of a group and learning what it is like to be in a multi-sensory classroom environment.  

More targeted skills include using the potty and basic hygiene, participating in snack time, sitting in a spot during circle time, and communicating their basic needs and advocating for themselves. Our occupational therapists have extensive training in sensory integration approach and the DIR/Floortime methodology, both of which focus on the child's capacity to regulate and communicate. In addition to the goals above, our ultimate goal of the school readiness program is to be joyful because learning, playing and growing is FUN! 

Possible red flags for attendance include:

  • Difficulty separating from parents 
  • Potty training difficulties 
  • Frequent meltdowns 
  • Difficulty socializing 
  • Lack of independence 
  • Delayed play skills and other milestones 
  • Not yet enrolled in school or already enrolled and experiencing difficulties

Below is a sample daily schedule:

9:00-9:15 AM - Arrive, unpack, unstructured free play 

9:15-9:45 AM - Circle time, morning song, hello to friends 

9:45 - 10:15 AM - Music and movement 

10:15 - 10:45 AM - Snack/hygiene 

10:45 - 11:15 AM - Activity of the day 

11:15 -11:30 AM - Goodbye circle and song 

11:30 AM - Parents arrive 

Vincentia Ferrari, MOT, OTR/L

Vincentia Ferrari, MOT, OTR/LVincentia graduated from West Virginia University in 2007, with a Bachelor’s degree in Human Health & Performance, & a Master’s Degree in Occupational Therapy. She has extensive training in Sensory Processing Disorder treatment and holds a certificate as a DIRFloortime® Therapist. Her experience as an occupational therapist in the school system and classroom assist in her knowledge of what is needed for a child to be successful in the school environment. She has worked in the school systems to help set up and direct a sensory modality classroom as well as trainings to teachers and educators. She has worked alongside teachers in the classroom, cafeteria, gym class, and playground to help problem solve challenges that kids face every day because of their individual differences.

Bridget Henn, OTR/L

Bridget Henn, OTR/LBridget graduated from the University of Scranton in 2010 with her Masters in Occupational Therapy. She also holds a Bachelor’s of Science degree with a Human Development concentration. Bridget has extensive training in Sensory Integration and DIR/Floortime Therapy. She holds an Expert Level DIR/Floortime certificate and dedicates some of her time to training other professionals, family members, and caregivers in this methodology. Bridget began her occupational therapy career at the Rebecca School, a therapeutic day school in New York City, where she worked for eight years providing individual and group therapy. It was here that she developed the skill set to offer the child a program individualized to include their passions, motivations, and strengths as well as their address their differences that impacted their ability to participate in the classroom. In addition to this, she collaborated with a variety of disciplines and worked directly in the classroom providing therapy to students and training to classroom staff.