Population Served The CASE Collaborative Alternative Program serves children with average or above average intellectual abilities who experience social, emotional, and/or behavioral difficulties, and have been unable to make adequate academic and social/emotional developmental progress in the general education setting. Children from kindergarten through eighth grade are enrolled in a self-contained class which is housed in member school districts. The CASE Alternative Program includes a primary class, an intermediate level class, an upper elementary class, and a middle school class. While the model of each class is that of a self-contained structure, inclusion in general education classes is possible and encouraged. Some students require the structure and therapeutic support of the CASE classroom for the entire school day, while other students participate in one or more general education classes, as determined by their individual needs and abilities. Students served in the CASE Alternative Program may have one or more of the following characteristics:
Philosophy The CASE Alternative Program offers highly structured therapeutic classes that are academically challenging while also remaining supportive and sensitive to the individual needs of each student. There are four primary components to the classrooms in the CASE Alternative Program:
Staffing The staff includes teachers, counselors, and assistant teachers. Other specialist services (e.g. speech and language therapy, occupational therapy, physical therapy, reading) are provided for students as specified in their Individualized Education Programs (IEP).
Academics Highly specialized instruction is provided to students individually and in small groups. The curriculum is designed to mirror the general education curriculum and academic expectations, as well as to meet the guidelines of the Massachusetts Curriculum Frameworks. Instructional methodology, strategies and accommodations are designed to preserve the integrity of the curriculum while meeting students’ individual learning needs. Students participate in mandated standardized testing with appropriate accommodations as specified in their IEPs. An important goal for every student is to gain an increasing awareness of his or her strengths and challenges. The educational climate within each classroom is designed to promote learning by:
Therapeutic Milieu and Therapy Services The staff utilizes a team model in providing therapeutic intervention services to students. The team includes the counselor, teachers, administrator, parents, other school personnel, and professionals from collateral agencies who may be working with a student and his/her family. Consistent communication among all team members enables students to receive the most comprehensive and individualized educational services needed to address their needs. The counselor and teacher use a variety of strategies to cultivate a class culture that fosters a sense of safety, respect and appreciation of others. In addition, each student is provided individual therapy sessions and weekly group counseling with the program counselor. Parents sign a release of information allowing the counselor to be in contact with the child’s outside providers (e.g. therapist, psychiatrist, social worker, etc.). It is important that program staff and outside providers work collaboratively to offer the most comprehensive and unified treatment opportunities. Parent/Family Support Regular communication among the teacher, the counselor and parents regarding student progress is critical to student success. Parents and staff establish a communication system that meets their individual needs. Parent and counselor meetings are available for parents seeking additional support during periods of increased stress or crisis. Parents also may meet with the teacher and counselor on a regular basis to address their needs in supporting the growth and progress of their child. When appropriate the counselor may assist parents in obtaining outside services (e.g. counseling). In the event that a child needs crisis intervention services beyond the scope of what can be provided in a school setting (e.g. psychiatric hospitalization, Department of Children and Family Services, Department of Mental Health Services), CASE Alternative Program staff assist parents in accessing these services. Program staff recognize the valuable resource parents can be for other parents. The counselor will facilitate opportunities to bring parents together to capitalize on this resource, allowing parents to support and guide one another. Behavior Management A comprehensive behavior management system is provided for students for whom structure and external limits are important elements in helping them manage and contain their behavior. A daily point system, individual and group behavioral contracts, positive reinforcement, and other forms of behavioral management strategies may be utilized to assist students with self-regulation and self-control issues. Inclusion Opportunities The goal for all students in the CASE Alternative Program is to develop the necessary academic and social skills to enable them to be included in general education classes. Each student in a CASE Alternative class is assigned by grade to a general education class(es) or team in the school. Opportunities exist for students to be included in academic and non-academic classes and activities as deemed appropriate by the child’s special education Team. CASE Alternative Program staff/administrator and host school staff/administrator work together to address issues that may preclude a student from participating in any school wide event or activity. Close monitoring of student progress, as well as consistent communication between CASE Alternative Program staff and host school staff occurs to ensure the success of the students’ inclusion experiences. Referral Process The referral process is initiated by the Special Education Department of the child's school district. Records are sent to the CASE Program Administrator by the school district. This information should include:
The CASE Program Administrator and the Program staff review referral information. If it appears that the child's needs can be met in one of the classes, a visit to the class being considered for placement is then arranged for the parents and the representative of the local school district. The CASE Program staff and administrator also arrange an observation of the child in his/her current educational setting. Placement in the CASE Alternative Program is determined by agreement of the special education Team. CASE Alternative Program Classes: Primary
Intermediate Upper Elementary Blanchard Memorial School Middle School Concord Middle School, Sanborn Building Referral Contact Information The referral process is initiated by the Special Education Department of the school district in which the child resides. For additional information, contact: Sandra Daigneault
|
|||
 |
|
|
Central Office: 120 Meriam Road Concord MA 01742 Tel: 978-318-1534 Fax: 978-371-7858 |