Small classroom sizes enable us to have individualized programs and academics for each child, during both the regular school year and extended school year.
Our program is based on an ecological-collaborative model with multiple theoretical bases. Special education teachers, mental health practitioners, and allied health professionals work together as a community to help each child develop appropriate self-management and self-awareness skills, which will allow them to function as independently and responsibly as possible.
Faculty and staff are trained in the Boys Town model, which rewards students for appropriate behavior and social skills. All the faculty and staff use uniform language and structures to instill acceptable behavior and social skills.
Academics are provided by a team approach. Teachers coordinate curriculum along a research-based continuum, aligned with the NYS Learning Standards. Related service professionals support student learning as indicated by each child’s Individual Education Plan (IEP). Physical education, art, music, field trips, and community activities round out the instructional program.
Generally, many of our students have not developed self-management and self-awareness skills to an age-appropriate level. To help change dangerous, ineffective, or destructive behaviors, each classroom incorporates a variety of positive experiences that are contingent upon the student’s behavior.
As a tool for measuring success, a behavior management level system is used in all classes. The level system enables students to earn privileges based on behavioral and academic performance. Students have an opportunity to earn points every 30 minutes during class and transition time. This enables them to learn and demonstrate socially responsible behavior.
Uniform Structure & Language
Our staff has developed a variety of practices and guidelines to ensure philosophical consistency as they interact with our pupils on a daily basis. The approaches and techniques are primarily therapeutically appropriate and educationally sound, and the management procedures respect the individual needs and dignity of our students.
Our philosophy includes working with the whole family. We are committed to linking families with wraparound service providers. These services might include private and public counseling centers, social services, public health, supportive and intensive case management, hospitals, family services, community recreation, and respite.
In addition to the classroom management plan, an Individual Management Plan may be developed for students based on a functional behavioral assessment. This includes an assessment of the child’s strengths, problem behaviors, the environmental events surrounding these behaviors, the suspected function of these behaviors, and recommended replacement behaviors. Intervention and monitoring strategies are also based on the functional behavioral assessment.
Please contact us if you have any questions:
Laura Schaefer, Principal for Special Programs
12 Washington Street
Ft. Edward, New York 12828
Phone: (518) 746-3885
Fax: (518) 747-0620