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Elementary Intensive Needs Programming

 

Elementary Intensive Needs Programming 

RISE and RISE-UA 

 

This document outlines  specialized programming (RISE and RISE-UA) in Northampton Public Schools’ four elementary schools, designed to support students with intensive needs. These programs provide focused, individualized instruction to help these students achieve their full potential.

RISE = Reaching Independence through Structured Education

RISE-UA = Reaching Independence through Supported Education with Universal Access sensorimotor supports 

RISE Programming Goal: Develop functional and academic skills for students in a specialized setting; promote opportunities for meaningful inclusion. 

RISE-UA Programming Goal:  Develop functional and academic skills for students in a specialized setting; promote opportunities for meaningful inclusion. Promote sensorimotor accessibility. 

1. Staffing Model

To ensure each student receives the support they require, the program will utilize a tiered staffing model. Please note that the 4 schools are all at different points in implementation readiness, as discussed in sections 3 and 4 below. 

  • Classroom Staffing: Eventually, each RISE / RISE-UA classroom will be staffed with one special education teacher and one intensive needs paraeducator. This ensures a low student-to-staff ratio, allowing for more individualized attention. 
  • Individualized Support: Most students will receive support from a 1:1 paraeducator. This means each student will have a dedicated adult working with them throughout the day.
  • Scaffolded Support: When data supports it, some students may transition to a scaffolded support model. In this model, one paraeducator may work with a small group of students (approximately 3:1 ratio). This decision will be made carefully, based on student progress and demonstrated need for less intensive support. This approach allows for flexibility and efficient use of resources while ensuring students always receive the support they need.

2. Program Description

The intensive needs programs will focus on providing highly individualized instruction, tailored to each student's unique needs and goals. Key elements of the program include:

  • IEP-Driven Instruction: Instruction will be centered around each student's Individualized Education Program (IEP) goals. This means that the program will address the specific academic, functional, and behavioral needs outlined in the student's IEP.
  • Concrete Sequential Teaching: A primary instructional method will be ABA-based instruction, including Natural Environment Teaching. This involves breaking down skills into small, manageable steps and providing repeated practice with feedback. This method is particularly effective for teaching new skills and promoting mastery.
  • Collaboration with Specialists: The special education teacher will work closely with a Board Certified Behavior Analyst (BCBA). The BCBA will provide expertise in developing and overseeing instructional and behavioral strategies, ensuring that instruction is evidence-based and effective. Include other RSPs and Paraeducators. 
  • Curriculum:
  • Inclusion: The program will prioritize inclusion by aligning with the general education curriculum whenever possible. This means students will be exposed to the same content as their peers, with appropriate modifications and supports.
  • Supplemental Curriculum: When the general education curriculum is not appropriate, supplemental materials, such as Autism Helper, Unique Curriculum or other alternate curricular resources, will be used. These materials are designed to address the specific needs of students with significant disabilities.
  • Related Services: Related services, such as speech therapy, occupational therapy, and physical therapy, will be integrated into the program whenever possible. A co-treatment model will be used, where therapists and teachers work together to deliver services in a way that is consistent with classroom instruction and goals. This approach maximizes the effectiveness of therapy and promotes generalization of skills.
  • AAC Peer Cohort: For students who use Augmentative and Alternative Communication (AAC), a peer cohort will be established. This group, led by the special education teacher in collaboration with the speech-language pathologist (SLP) and an AAC consultant, will provide opportunities for students to develop their communication skills in a supportive and social environment.

3. Implementation Readiness

We have given implementation readiness scores below, based on a consideration of factors that include:

  • Staffing 
  • Staff training and professional development
  • Curriculum development and adaptation
  • Resource allocation and acquisition
  • Physical space preparation
  • Development of data collection and progress monitoring systems

4. School-Specific Information

Below is a summary of the intensive needs program implementation readiness at each elementary school:

  • Bridge Street:
  • RISE 
  • Student Profile: Externalized behaviors associated with autism; intensive communication needs (typically AAC users); benefit from concrete sequential teaching on essential academic and functional skills
  • Staffing Model: one teacher, one intensive needs paraeducator, 1:1 paraeducator staffing for most students – scaffolded to SG paraeducator (3:1 ratio) when supported by data
  • Implementation Readiness discussion

 

  • Jackson Street:
  • RISE 
  • Student Profile: Externalized behaviors associated with autism; intensive communication needs (typically AAC users); benefit from concrete sequential teaching on essential academic and functional skills
  • Staffing Model: one teacher, one intensive needs paraeducator, 1:1 paraeducator staffing for most students – scaffolded to SG paraeducator (3:1 ratio) when supported by data
  • Implementation Readiness discussion

 

  • Leeds Elementary School:
  • RISE 
  • Student Profile: Externalized behaviors associated with autism; intensive communication needs (typically AAC users); benefit from concrete sequential teaching  on essential academic and functional skills
  • Staffing Model: BCBA will provide a “hub” for services. One intensive needs paraeducator, 1:1 paraeducator staffing for most students – scaffolded to SG paraeducator (3:1 ratio) when supported by data. Grade level inclusion liaisons will provide most special education instruction and oversight.
  • Implementation Readiness discussion

 

  • RK Finn Ryan Road:
  • RISE-UA
  • Student Profile: Complex physical / medical and sensory needs.
  • Staffing Model: one teacher, one LPN, 1:1 paraeducator staffing for most students – unlikely to be scaffolded given sensory and medical needs.
  • Implementation Readiness discussion



 

Statement Regarding BCBA Supports 

 

We understand that there has been discussion and concern regarding Applied Behavior Analysis (ABA) as a methodology. We want to assure you that our Board Certified Behavior Analysts (BCBAs) in the school district are committed to providing supportive, student-centered services that are grounded in ethical, evidence-based practices. Our BCBAs strive to support students' emotional needs and their ability to communicate those, rather than just on behavioral outcomes. 

 

While the principles of behavior analysis, which form the foundation of ABA, involve understanding how learning happens and how behaviors are influenced by the environment, the application of these principles has evolved significantly. We recognize that in the past, some ABA practices were rigid and focused heavily on rote compliance, which has understandably caused concern for many.

 

Our BCBAs utilize modern, compassionate, and individualized approaches. They work to understand each student's unique strengths, needs, and motivations within their natural school environment. Rather than focusing on making students "fit in" or suppressing their individuality, our BCBAs focus on teaching essential skills that promote independence, communication, social interaction, and overall well-being.

 

This involves breaking down complex skills into smaller, manageable steps, celebrating progress, and using positive reinforcement to encourage desired behaviors. We believe in the importance of student motivation and tailor strategies to align with their interests and preferences. Our BCBAs collaborate closely with teachers, staff, and importantly, with you, the parents, to develop goals and strategies that are meaningful and supportive of your child's success and happiness in school.

 

We are committed to open communication and encourage you to discuss any questions or concerns you may have with your child's BCBA or the school administration. Our priority is always the holistic growth and development of your child in a safe and nurturing environment.