Accessing Curriculum and Emotional Support - ACES

This program is designed for students, grades 5-8, with emotional and/or behavioral disorders. These students require a substantially separate placement due to difficulties in school or the community that negatively impact their lives. ACES students experience a range of mental health issues, school adjustment difficulties, inappropriate social functioning and poor peer relations. A consistent therapeutic environment, with behavioral supports and interventions and rigorous academics are the cornerstones of ACES. Individual and small group instruction, behavior management, and attention to organizational strategies, time management and study skills are integral to the program. Clinical services include counseling, individual crisis intervention, ongoing collaboration with family, and community treatment teams and case management. Depending on individual student needs, the academic and clinical staff conducts formal functional behavioral assessments (FBA), including observations and collection of behavioral data. An individualized behavior intervention plan is developed for all ACES students. Instruction is guided by the Massachusetts Curriculum Frameworks, modified as necessary to meet the needs of individual students. If appropriate, students are integrated into Wilson Middle School academic and elective classes. This provides opportunities for students to generalize the skills learned in ACES; increasing social, behavioral and academic skills.
 
Entrance Criteria - Students routinely demonstrate:

• An inability to maintain appropriate behavior with typical peers
• An inability to respond appropriately to staff direction and redirection
• Severe outbursts and/or aggressive behavior to staff or students
• Credible threats to staff or peers
• Behavior that disrupts academic progress of peers in the general education classrooms and special education classrooms
• Refusal or avoidance of class work

Exit Criteria - Student is prepared to return to a district program when:

• Behavioral goals have been met to the point where further progress is expected in the general education classroom
• The student is able to access the curriculum in the general education classroom
• Intermittent clinical support through the school guidance department is sufficient
• The Team collectively approves the student’s return to the general education classroom 

Ropes Day Photos May 25, 2010