Preschool – American School of Kosova


( 2-3 Years Old)

The maximum capacity of children in one classroom is 17 and includes 1 core teacher and 2 assistants. The multiage grouping has been designed to meet the needs of the whole child focusing on early learning skills and literacy readiness. This structure allows for greater differentiation in the development of young children. All instruction occurs first in English and then Albanian. The continuum of learning in preschool is based on the “I can statements below”.

We believe in building a strong home-school collaboration. By working closely with families, we guarantee optimum growth in the development of the whole child. If ASB becomes your choice, be prepared to join and participate in your child’s learning. Our Hand in Hand program will allow you to plan, imagine, question, play and have a great learning experience together!

The early years program is for children from three to five years old . This foundation stage prepares children for school, immersing them in an English speaking environment and developing confidence and familiarity to help them succeed at school.


The curriculum at ASK is based on U.S Common Core State Standards that define what students should know and be able to do for each subject area. These standards provide clear and coherent learning targets and progression. Standards are divided into benchmarks, which describe the increasingly complex content and skills that students address as they move from one grade level to another. Standards and benchmarks help us focus on the process, as well as the product, and break learning into manageable steps that guide teachers and can be shared with students.

Here you may find the ES & MS Curriculum Handbook

Student Handbook

The behavioral philosophy at ASK is to support students in their learning of responsibility and self-discipline as an educational process rather than as a punitive outcome. We support a model of positive discipline: setting clear expectations for behavior, providing explicit teaching of expectations, and delivering meaningful and timely feedback for appropriate and inappropriate behavior.

Here you may find the Elementary School Student Handbook

Cognia Accreditation

Cognia is the largest community of education professionals in the world. A non-profit, non-partisan organization that conducts rigorous, on-site external reviews of Pre-K-12 schools and school systems to ensure that all learners realize their full potential.

American School of Kosova is highly ranked by Cognia, the largest accrediting institution in the world of K- Grade 12 education. In May, 2018, Cognia ranked the American School of Kosova above the Cognia Network Average. Cognia acknowledges and applauds the dedication of the American School of Kosova staff in its continuous improvement and commitment to quality.

To find out more on the AdvancED assessment of ASK in 2016 and 2018, please click here.

Social Emotional Counseling

In order to meet the emotional needs of students we have developed an advisory program that focuses on building character, leadership skills, self-reflection capacity, and friendship. In the Early Years, prek-grade 2 students work with their homeroom teacher on a daily basis to discuss and participate in lessons to build understanding of emotional health. .

For additional support, ASK employees one full time counselor for students Preschool-12. The counselor offers individual support to students such as: resolving personal or interpersonal problems, goal setting and organization, making healthy friendships, talking through problems with peers, substance abuse, bullying, anger management, careers, depression, relationships, self-image, stress and suicide. The counselor may also facilitate small group sessions to teach listening and social skills, empathizing with others, and conflict management.

Student Service

At the American School of Kosova (ASK), we are committed to building a community of diverse learners, which benefits us all as an inclusive community and as global citizens. We invite and welcome students with a range of needs on a case-by-case basis given our present ability to provide the necessary services and support. We believe that everyone should be included, challenged, and successful. We understand the complexity of providing support for students with a range of learning or cognitive disabilities and make plans with parents and caregivers, starting at the point of admissions, to ensure that the needs of all children are met.

Working to support students who are gifted is also central to our mission, as is providing the right level of challenge for every student. If a student is identified with learning ability and/or gifted & talented, an Individual Learning Plan (ILP) will be developed and implemented. Also to meet the needs of all our students, we collaborate to offer a range of learning support interventions. When a student requires more intensive mediation of their learning, we initiate the Student Study Team (SST) Process and implement short term interventions as the next step. If further support is needed, a diagnostic process will be initiated to confirm or rule out a learning disability. Further steps will be taken based on what is learned from the diagnostic process.

Here you will find the detailed Student Service Handbook.

Standard based Report Cards-Reporting the Achievement of Learning

Our standard-based reporting scales indicate the degree to which a student meets expectations, as well as consistency and independence. The growth focused report shows what the student has achieved as well as next steps in the learning progression.

Report Cards are issued four times  a year: November, February, April  and June. This is a picture of how the student is demonstrating understanding of the skills and knowledge outlined in the curriculum expectations.

Grading Scale

E – Exceeding Expectations: The student is meeting grade level expectations with distinction.  Performance is characterized by self-motivation and the ability to apply skills with consistent accuracy and independence, and a high level of quality.

ME -Meeting Expectations :The student is consistently meeting grade level expectations, with little or no support. Performance is characterized by thorough understanding of concepts and skills.

AE- Approaching Expectations:The student is progressing toward grade level expectations.  Performance is characterized by the ability to apply skills with increasing success.  Performance varies regarding accuracy, quality, and level of support needed.

BE – Beginning Expectations: At this time, the student is not meeting grade level expectations. Performance is inconsistent with guidance and support.

NAY – Not assessed yet

M​ – The standards for the area indicated have been modified.