EMOTIONAL SUPPORT

This program provides the support and structure for students who have demonstrated a distinct lack of success in school adjustment due to emotional and behavioral factors. Specialized techniques in behavior management, group dynamics, and emotional development are employed to foster a better awareness of feelings, thoughts, and behavior to develop the independence and autonomy necessary for successful reintegration into the regular school program. Emotional Support classes are housed in regular school district buildings and at Colonial Academy. These programs are designated as part-time or full-time levels of intervention.

EMOTIONAL DISTURBANCE DEFINITION

According to IDEA 2004, emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree:

• An inability to learn which cannot be explained by intellectual, sensory or health factors.
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
• Inappropriate types of behavior or feelings.
• A general pervasive mood of unhappiness or depression.
• A tendency to develop physical symptoms, pain, or fears associated with personal or school problems.

Emotional disturbance includes schizophrenia. The term does not apply to children who ae socially maladjusted unless it is determined that they have an emotional disturbance.

CURRICULUM AND INSTRUCTION

A wide variety of educational approaches and techniques are used within the Emotional Support program to develop verbal skills, academic skills, and life skills as well as to provide behavioral support. A strong link between school and family is developed in order to enhance the skills which lead to the student becoming an independent adult. The classroom staff consists of a teacher, associate teacher, and/or a mental health worker. The classrooms are supported with bi-weekly/bi-monthly visits by licensed social workers, master teachers, clinical coordinators, school psychologists, and an educational supervisor.

Academically,students follow the school district curriculum where they attend. Within one week of beginning the program, students are evaluated using standardized tests such as the WIATT adn ABBII. In addition, placement tests in math (Saxon Math) and reading (SRA) are given to determine the student's ability levels. Staff also use progress monitoring (daily, weekly, and bi-monthly) to monitor student progress for both academics and behavior.

In order to develop independent and appropriate behavior skills, a wide variety of techniques and interventions are used:

• Individual Therapy by a Licensed Social Worker
• Group Therapy by a Licensed Social Worker
• Case Management by a Licensed Social Worker
• Second Step Program (violence prevention)
• TACT II (verbal de-escalation)
• Functional Behavioral Analysis
• Positive Behavior Support
• Behavior Intervention Plans
• Therapeutic Activities
• Daily Behavior Goal Sheets
• Emperical Based Cognitive Treatment Interventions
• Severe Behavior Crisis Plan