LINKS Academy
K-12 Overview
Curriculum
Our high quality K-12 instruction follows the Glastonbury Public Schools’ curriculum, unless modified as indicated by the goals and objectives of an IEP. Through the application of critical thinking skills, students will solve problems in collaboration with others.
Strategic use of technological learning tools enhance the educational environment. Students receive the same benchmark and state testing as they would in their homeschools. All efforts are made to align the pace of curriculum and instruction with in-district classrooms as students begin a transition plan back to their homeschool.
In-district and tuition students alike can expect rigorous academics in a small group setting with supports. Additional information on the curriculum and instruction at each grade level can be found on the Curriculum and Instruction Homepage.
Parent/Family Involvement
Forming a working partnership with families and outside providers is the cornerstone of the LINKS philosophy. Students achieve when their school and home work together toward a shared goal.
Parents and staff will create a mutually agreed upon plan for communication and meet, as necessary, to develop behavior and transition plans and set expectations. Culturally responsive reflection is integrated throughout to recognize the importance of including students cultural references in all aspects of learning, which enables effective interaction in a culturally diverse environment.
Clinical Supports
The school clinicians at LINKS are either Licensed Clinical Social Workers or certified School Psychologists trained in Child and Adolescent mental health treatment. Our clinical staff provide individual and group counseling, as indicated in the student’s IEP. Additionally, our clinical staff function as liaisons with community providers, working with the student, staff, family and community providers to develop behavior support plans, offer parent counseling, and provide crisis intervention, when necessary.
Psychiatric consult and evaluation are available through the LINKS Academy, as needed.
Behavioral Supports
In order to create a safe and positive school climate, we promote personal responsibility and respect for self and others. On an individual basis and in collaboration with parents, school staff, community agencies and providers, the LINKS team utilizes a collaborative problem solving approach to create student support plans.
A strong focus is placed on relationship building, strategy instruction and implementation, thoughtful decision making, emotional self-regulation, skill building and problem solving. We also consult with the district BCBA, when appropriate.
Vocational Supports
With the goal of college and career readiness in mind, students in grades 9-12 can expect direct instruction and experiential learning opportunities both toward gaining meaningful employment and entering higher education. Students complete different transitional assessments to help determine strengths and areas of need pertaining to postsecondary life.
LINKS offers courses that focus on job readiness and interpersonal skills such as resume building, interview skills, job exploration, and problem solving while on the job. Students are also given the opportunity to apply these skills in unpaid internship and/or job experiences in supervised settings consistent with their skills, abilities and career preferences.
Field trips may be taken to explore different campuses to introduce the various college settings. In addition to regular meetings with their home-school school counselor, students with a goal of attending higher education have the opportunity to explore different colleges and fields of interests. Assistance is provided with the school application process if necessary and guest speakers are invited to present to students when available.
Personal/Social/Life Skills
Programming is designed to meet the needs of the whole child to prepare the student to be a productive member of school and the larger community. The development of students in the areas related to personal, social, emotional, behavioral, career and other essential learnings are embedded in the program delivery and in instructional content.
Instructional practices include direct instruction, the learning and generalization of self-regulatory strategies, cooperative learning, team building, and other group activities. These are practiced to exercise the development of personal and social behaviors important to the overall success of the student.
Consideration is also given to students’ specific personal/social and other life skills in developing personalized planning, instructional delivery, and support services. Students have access to participate in extracurricular activities, including sports and other team and/or individual activities.
Entrance Criteria
Following a PPT recommendation for a referral to the LINKS Academy, sending schools should provide the following documentation in a referral packet to: Glastonbury Public Schools Office of Pupil Services
● Completed FBA (from sending school)
● Completed BIP with data (from sending school)
● Tiered interventions already completed (SIT)
● Psychological evaluation
● All available prior educational evaluations
● List of parent meetings, dates, and decisions
● List of accommodations and /modifications tried in the home school and data to support (Tier 1-3, 504, IEP)
● Most recent IEP
● Discipline records
● Medical history including current prescribed medications and medical limitations/allergies
Exit/Transition Criteria
Transition plans are highly individualized at the LINKS Academy. Each student and their parent(s)/guardian(s) meet with the LINKS team to discuss shared goals and expectations as they relate to student behavior and academic progress. The team develops a timeline for assessing target goals in the areas of academic behaviors, attendance, and prosocial behaviors.
When sufficient success is met within the LINKS Academy, the team meets with the homeschool team to discuss a transition plan for reintegration in a less restrictive setting.
Transition plans are thoughtfully paced to meet student success with the application and generalization of new skills in a more comprehensive setting. Appropriate supports and accommodations are determined at transition planning meetings.