Emotional Support

The Emotional Support Program serves students who are identified as Emotional Support under Type of Support listed in the IEP. The ES program is designed for students who behaviors are interfering with their academic success and social integration. It provides special education services for students with mental health or behavioral needs that impede a student's ability to progress through the curriculum. Students are expected to be responsible problem solvers who must not only consider their needs in a given situation but also the needs and responsibilities of others. Classroom teachers, parents, administrators, special education paraprofessionals, counselors, psychologists, social workers, and other contracted service providers work as a team to support students as they attempt to better understand their capabilities and achieve their maximum potential.

Level of Support

Students may receive full-time, supplemental, or itinerant support services. All programs are individualized based on student need. Students will be provided with the necessary supports to access the curriculum successfully.

Academic Support

Students may receive academic support when their behavioral needs enable them from participating in the general education class for English, Math, Science, and Social Studies. Students will receive their instruction through Waterfront Learning in the Emotional Support classroom. Waterfront Learning is an online program that allows individualized instruction and pacing through the general education curriculum.

Behavioral Support

The Emotional Support Program is designed to support students by developing and monitoring individual Positive Behavior Support Plans (PBSP) and assisting with academic deficits and demands. Positive Behavior Support Plans (PBSP) and Social Work services are an integral component of Emotional Support. Individual and classroom behavior management systems are used to provide students with a range of support. Information gathered from the Functional Behavioral Assessment is included in the Present Levels of Academic Achievement and Functional Performance as an integral part of the IEP process. School-based teams utilize assessment data to develop short term interventions consisting of prevention strategies, replacement skills, and consequences for both the behavior of concern and the replacement behavior. The team also identifies the measurable annual goal(s) for decreasing the behavior of concern and increasing the replacement behavior.

Related Services

Students may receive related services, including but not limited to Speech and Language Therapy, Occupational Therapy, Physical Therapy, Vision Support, Social Work Services, Hearing Support, Nursing services, and behavioral supports. These services are implemented in a variety of settings such as general education classes, Learning Support classrooms, and vocational or community-based settings. Student goals and objectives are integrated into all curricular areas throughout the school day

Social Work Services

The Social Workers act as a liaison between mental health agencies and the school; provide support to families; offer strategies to teachers; and provide direct services to students through individual counseling, social skills groups, and collaboration with teachers. The Social Workers conduct observations in a variety of educational environments; serve as a conduit for parent communication through phone conferences, scheduled meetings, and home visits; working to connect families with vital community resources.

Resource

Resource is a directed study period for students with an IEP in need of interpersonal communication and social skills. Students will also receive academic support for their classes. Students will learn leadership and social skills that allow them to succeed in and out of the school setting. Planning/prioritization, organization, task initiation, and emotional control are additional areas that will be addressed. Students will have opportunities to practice social skills learned in class through individual and group work. This class is worth .5 credits.

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