At AIM Academy, we utilize Learning Beyond for our core curriculum. Learning Beyond is a highly innovative digital curriculum that provides our teachers with a robust library of activities and lessons in a developmental progression.  Most importantly, Learning Beyond is consistent with our core value of purposeful play, as we fundamentally believe play is the vehicle for learning for young children. Through play, children practice and refine their skills, have fun (a necessary component in learning), and try new things. As a result, children learn more quickly through repeated and scaffolded activities that are built upon past experiences. By contrast, rote instructional teaching methods can frustrate young children and are not developmentally appropriate. Children prefer real experiences, as provided by Learning Beyond.

Learning Beyond’s developmentally appropriate activities are aligned with Alabama’s early learning standards. The standards are integrated into each activity with an intentional focus on physical development, social-emotional skills, early mathematics, language, and literacy, and STEAM (Science, Technology, Engineering, Arts, and Mathematics).

Our teachers are facilitators in your child’s individualized learning journey. Their intentional and targeted activities through Learning Beyond are planned to build upon your child’s existing competencies. Developmental skills are broken down into smaller steps to challenge them but also build confidence through practice. Through trial and error, questioning, and exploration, your child will develop the skills necessary to become a successful, life-long learner.


In addition to our teachers’ ongoing, observational assessments of their students, we also utilize the Age and Stages Questionnaire (ASQ) screening system twice per year. Backed by almost 40 years of rigorous research and testing, the ASQ is highly accurate in identifying children with developmental delays with excellent sensitivity and specificity. High validity and reliability have been consistently demonstrated through detailed, peer-reviewed studies and evaluations.

During the defined assessment period, parents and teachers answer a series of simple questions regarding their child’s abilities. A voluntary parent and teacher conference is held to discuss the results. Children whose development appears to fall significantly below their peers are flagged for further evaluation. The ASQ will not establish a specific diagnosis but helps determine whether a more in-depth assessment may be necessary. In most cases, the ASQ provides parents with greater confidence that their child’s development is within the normal range.