Admissions Process
Case Collaborative works with partner school districts to accept students referred to our programs. Students typically have a current Individualized Education Program (IEP). Case Collaborative can provide an Extended Evaluation.The admissions process is comprehensive in order to ensure that each child’s program is designed to maximize potential.
Referral
We request that parents work with their school district to begin the referral process. This allows us to make the visit as productive as possible by guiding families to appropriate classrooms and services that are best for their child. It’s helpful to have a complete referral packet in advance of a visit. However, there are some circumstances where the sending district may make a special request for a family to visit before all the paperwork has been shared with CASE collaborative.
Intake Assessment Review
The process usually is completed within 72 hours of receipt of a packet.
Tour of
CASE Collaborative
Parents and students will meet with CASE staff and have an opportunity to meet with staff and students in the program. Parents and students tour the school building and observe classrooms in action.The visit lasts approximately one hour and concludes with an opportunity to ask follow up questions.
Suitability
Once the assessment review and tour are complete, CASE Collaborative staff determine whether our program is a good fit and can address the unique learning, behavioral and social/emotional needs of the student. A determination is sent to the sending district.
Program Focus
A student’s program may focus on
therapeutic services if the student:
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- Has at least average ability, demonstrated by standardized tests or informal assessments
- Has discrepancy between performance and measured or observed abilities
- Has a history of issues with attendance, behavior, and/or inadequate coping skills
- Will benefit from an integrated team model that seamlessly blends clinical services within the practices and routines of the school day
A student’s program may focus on
life skills if the student:
- Has complex language and learning difficulties
- Has issues with behavior and/or inadequate coping skills
- Needs moderate to significant modifications to the MA Curriculum Frameworks in order to make effective progress
- Will benefit from a blended program of academic, daily living, personal/social, and occupational skill development