Learning Keystones Preschool is a planned specialized preschool in Colorado Springs designed for children ages 3–6 who benefit from additional support with communication, social interaction, behavior, emotional regulation, independence, and early learning.
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Our approach combines early childhood education with behaviorally informed teaching strategies to help children develop the skills they need to participate more successfully in a classroom, build relationships, and prepare for their next educational setting.

We believe children make meaningful progress when expectations are appropriate, teaching is individualized, and the adults supporting them understand how they learn.  

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Our Mission

Our mission is to provide a supportive, structured, and individualized early-learning environment where children with developmental and behavioral challenges can build foundational skills, increase independence, and prepare for a successful transition to kindergarten.

We want families to have access to an educational setting that recognizes both the potential of their children and the additional support they may need to learn, participate, and thrive.   LEARN MORE...

Who We Serve

Learning Keystones Preschool is being developed for children approximately 3–6 years old who may benefit from a more individualized approach to early education.

Children may need additional support with:
·         Communication and expressing wants and needs.
·         Social interaction, sharing, and playing with peers.
·         Emotional regulation and coping with frustration.
·         Transitions between activities and changes in routine.
·         Following classroom directions and participating in group activities.
·         Developing independence with daily routines.
·         Building attention, learning readiness, and early academic skills.
·         Managing behaviors that interfere with learning or participation.
The program is intended to support children with autism and other developmental or behavioral needs. A diagnosis alone does not define a child's abilities, and each family's circumstances and each child's needs are different.

Our goal is to understand the whole child and identify the support that can help that child make meaningful progress.

A Specialized Approach to Early Learning

Traditional preschool classrooms can be challenging for children who require additional support, individualized instruction, or a more structured learning environment.

Learning Keystones Preschool is being designed to bridge that gap by combining early childhood education with principles of applied behavior analysis (ABA) and individualized teaching.

Our planned approach emphasizes:

Individualized instruction. Learning activities and support will be adapted to each child's developmental level, strengths, needs, and learning goals.
Predictable routines. Visual support, clear expectations, and consistent classroom routines can help children understand what comes next and participate with greater confidence.
Positive behavior support. Staff will focus on teaching useful replacement skills, communication, coping strategies, and independence rather than relying solely on responding to challenging behavior.
Learning through play. Play, exploration, peer interaction, and hands-on experiences will support communication, problem-solving, social development, and early academic learning.
Family partnership. Families provide important insight into their child's strengths, challenges, and successful strategies. We want that knowledge to inform the child's learning experience.
Preparation for the next educational setting. Learning activities will focus on the practical development, social, communication, behavioral, and learning-readiness skills children need to participate in kindergarten.

Classroom Structure

Learning Keystones Preschool is being planned as a structured, small-group learning environment with additional individualized support when appropriate.
The proposed classroom model includes:
·         Small-group instruction and guided peer activities.
·         Individualized learning opportunities.
·         Visual schedules and predictable routines.
·         Dedicated play and movement opportunities.
·         Opportunities to practice communication, social interaction, and independence throughout the day.
·         Additional support for children who need help participating in classroom activities.

 Our planning target is approximately one staff member for every five children, with additional support based on children's needs and applicable licensing requirements. Final staffing and classroom arrangements will be established as licensing, enrollment, and program development are completed.

A Curriculum Tailored to the Child

Children do not all learn the same skills at the same pace. Our planned curriculum will combine early childhood learning experiences with individualized developmental and school-readiness goals.

 Areas of instruction may include:
Communication: Expressing needs, understanding directions, answering questions, and developing functional language or other effective communication methods.
Social development: Engaging with peers, sharing materials, taking turns, participating in group activities, and developing early friendships.
Emotional and behavioral skills: Identifying feelings, practicing coping strategies, tolerating changes, and learning safe and appropriate ways to communicate frustration.
Independence: Practicing classroom routines, managing belongings, following schedules, and developing age-appropriate self-help skills.
Cognitive and early academic development: Matching, sorting, counting, recognizing patterns, developing early literacy skills, solving simple problems, and exploring the world through hands-on learning.
Kindergarten readiness: Practicing group participation, transitions, following classroom expectations, attending to learning activities, and asking for help.
Activities and expectations will be adapted to each child's developmental level. The goal is meaningful skill development, not expecting every child to reach the same milestones on the same timeline.

Outcomes and Progress Monitoring

We believe progress should be observed, documented, and used to guide instruction.

The planned program will emphasize practical skills that improve a child's ability to learn, communicate, interact with others, and participate in daily routines.

 Depending on each child's goals, progress may be monitored through:
·         Baseline observations and developmental skill assessments appropriate to the program.
·         Individual learning goals and measurable objectives.
·         Documentation of progress during classroom activities.
·         Tracking communication, independence, social participation, and other targeted skills.
·         Periodic reviews of goals and teaching strategies.
·         Communication with families about progress and areas requiring additional support.

When progress is slower than expected, the intention is to review the teaching approach, identify barriers, and adjust supports as appropriate.

 Progress looks different for every child. We want families to understand not only what their child is learning, but how those skills can help in everyday life and future educational settings.

Qualified Staff and Clinical Expertise

Children who need specialized support benefit from adults who understand early childhood development, learning, communication, and behavior.

 Learning Keystones Preschool plans to develop a team with relevant early childhood education experience, specialized training, and behavioral expertise.

 The proposed model emphasizes:
·         Teachers and direct-care staff with appropriate qualifications and training.
·         Staff experienced in supporting children with developmental and behavioral needs.
·         Behaviorally informed teaching and positive behavior support.
·         Board Certified Behavior Analyst (BCBA) expertise and oversight where applicable.
·         Individualized support planning based on children's needs.
·         Ongoing staff development and collaboration with families.

 Final staffing positions, credentials, supervision arrangements, and clinical responsibilities will be established in accordance with applicable Colorado licensing requirements and the services ultimately offered.

A Partnership with Families

Families should not have to navigate their child's educational needs alone.

 We want parents and caregivers to have opportunities to share concerns, understand their child's goals, ask questions, and learn strategies that can support development beyond the classroom.

 Our planned enrichment offerings will explore additional opportunities for family education, social development, and individualized or small-group learning support.