Application for Funds
Most students yearn for that one-to-one time with a caring role model in the playroom. Primary Project is a life changing experience for our children.
For Primary Project teams
Guidelines for Program Implementation
In response to COVID-19, we are pleased to share Guidelines for Program Implementation during COVID 19. These guidelines are to be used in conjunction with the Primary Project Best Practices Rubric. See resources below for both.
The Program Flyer highlighting the importance of Primary Project given the current circumstances is also available. This may help advocate for continuing the program even during these uncertain times. See resources below.
We invite you to connect with other schools and Children’s Institute through our Facebook page. Check back here for additional resources and updates.
If you know a child who appears to be having challenges in the learning environment, Primary Project may be the solution.
Primary Project is a national evidence-based program that helps children in Pre-K through third grade adjust to school, gain confidence, social skills, and focus on learning. Through play, Primary Project addresses children’s school adjustment difficulties and increases their chances for success.
Begun in 1957, Primary Project is the foundational program of Children’s Institute. It has helped countless children since then, and continues to grow throughout New York and the nation. It identifies young children who show emerging school adjustment difficulties and provides them with one-on-one time with a specially trained and supervised paraprofessional.
- Teachers and parents of pre-k through third grade children who may be experiencing school adjustment challenges
- Detect school adjustment difficulties early
- Children develop a school-based, trusting relationship with an adult
- Reduce social, emotional, and school adjustment difficulties
- Enhance learning skills
- Reduces negative adjustment behaviors
- Improves children's self-confidence, social skills, learning skills, and other school-related competencies
- Allows school mental health professionals to focus on children who need more intensive interventions
- Early screening detects school adjustment difficulties
- Children meet weekly with highly trained and supervised paraprofessionals (called child associates) in a playroom setting
- The child sets the pace with the child associate supporting and reflecting on what the child says and does to reinforce and build on the child’s strengths
- Ongoing consultation and program evaluation allows for continuous improvement
- Evidence-Based Program - National Registry of Evidence-based Programs and Practices (NREPP): Substance Abuse and Mental Health Services Administration (SAMHSA)
- Sharing Success Program - New York State Education Department
- Lela Rowland Award for Outstanding Prevention Program - National Mental Health Association
- Exemplary Prevention Program - U.S. Surgeon General's Report on Mental Health
COMET is Children’s Institute's data management and reporting tool
Schools who implement Primary Project use COMET to screen children in the early grades and identify those who may benefit from the program, they then complete pre-post assessments on COMET to monitor progress and report on results. Having the assessment tools available online, as opposed to paper, has increased response rates up to 98% and reduced turn-out time for results from weeks to instantly!
- Application for Funds: School Year 2022-2023
- Guidelines for Program Implementation
- Primary Project best practices rubric
- Parent-Child Rating Scale (P-CRS)
- Program Consultation
- Program Flyer
- Primary Project standards
- Certificate of completion
- Facts for schools
- Facts for parents
- Datos para los padres
- Logo for download
lsmith [at] childrensinstitute.net (Lynn Smith, LMSW)
Co-Director of Primary Project
ssanyshyn [at] childrensinstitute.net (Shelley M. Sanyshyn, MS)
Co-Director of Primary Project