The Providence Center School Portfolio

The Providence Center School

A School for Students with Special Needs

A Program of The Providence Center

www.

tpcschool.org

Table of Contents Facts...............................................................................2 Mission and Philosophy..................................................4

Academic Program.........................................................9

Early Childhood...................................................10

Elementary...........................................................11

Middle School.....................................................12

High School.........................................................13 Therapeutic Programming...............................................16

Behavioral Support..............................................17

Character Education............................................18

Creating a Safe Learning Environment..................19 Family Support Services..................................................21 Transitional Support........................................................23 Vocational Programs.......................................................25 Technology Integration...................................................27 Related Services.............................................................29 Access to The Providence Center Services......................32

The Providence Center School 520 Hope Street Providence, RI 02904 401-276-4000 or 401-276-4020 www.tpcschool.org

The Providence Center School

Building on Strengths to Achieve Success.......................6

Attendance Improvement Plan.............................7

A Program of The Providence Center

The Providence Center School •

Licensed by RI Department of Education.

Individualized Education Plans (IEP).

Experienced clinical and . educational staff.

Extended 12-month school year A participant in Rhode Island’s statewide Positive Behavioral Interventions and Supports . initiative.

Transition planning conducted throughout enrollment specific to the needs of the student, . family and school district.

Consistent communication . with family.

Access to The Providence .

Center’s programs and . supportive services for students and families.

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Individualized Academic Instruction • •

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Small class sizes with a .

4:1 student-teacher/classroom staff ratio.

Supportive learning environment for students with issues related to anxiety, depression and social withdrawal.

Integrated technology program Proficiency Based Graduation Requirements for high school students.

Quarterly grade cards and IEP progress reports.

Strength-based Behavior Strategies • • • • •

Schoolwide focus on traits of respect, responsibility and safety.

Realistic, individualized . behavioral expectations.

Character education classes for improved social and emotional development.

Opportunities to apply . communication, critical thinking and problem solving skills.

Attendance Improvement .

Program.

Tuition includes: • • • • • • • • •

Academic support Family support Clinical support Evaluations as determined by . the IEP team Speech and language therapy Occupational therapy Medication monitoring and . administration Breakfast, lunch and snacks Field trips and monthly . school events

The Providence Center School

Fast Facts

A Program of The Providence Center

The Providence Center School

Mission and Philosophy

A Program of The Providence Center

Mission and Philosophy The Providence Center School offers a unique learning environment for children in grades pre-K through 12 who are experiencing acute behavioral and emotional symptoms. Fully licensed by the Department of Education, the school serves children and adolescents who have been referred for special needs education by school districts throughout Rhode Island.

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Mission

The mission of The Providence Center School is to prepare each student to successfully return to their community school, enroll in a less restrictive program, graduate from high school, pursue higher education or join the workforce.

Philosophy

We believe:

The Providence Center School is designed to provide an intensive classroom environment for students diagnosed with emotional and behavioral disorders. Our team of certified special education teachers, teaching assistants, master- and doctoral-level clinical therapists and psychologists work together in the same location to address each student’s individual academic, social, therapeutic and mental health needs. Behavioral supports, academic instruction, problem-solving strategies, therapeutic interventions and family support services are all designed to meet the unique needs of each student. Our goal is to help students cultivate the ability to manage emotions and behavior in order to become successful learners.

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Students have unique strengths and abilities, which we emphasize as we help them to overcome emotional, social, behavioral and academic challenges.

Students benefit from building solid, trusting and reciprocal relationships with peers and adults.

Students thrive in a school culture that is . positive and solution focused.

Students have the ability to make changes, meet goals and achieve success when provided with consistent expectations, instruction, behavioral and clinical support and the conviction that they will accomplish their goals.

Improved coping and problem-solving skills allow each student to enhance their academic functioning and give them the opportunity to return to their community school, enroll in a private program, pursue higher education or join the workforce.

The combined expertise of special educators, clinicians, support staff and availability of related services make it possible to provide a program that meets the learning and therapeutic needs of students with diagnoses such as, attention deficit disorder, attention deficit disorder with hyperactivity, anxiety, bipolar disorder, obsessivecompulsive disorder, depression and Asperger’s syndrome. In addition, students and families have access to the array of other comprehensive services offered by The Providence Center.

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The Providence Center School

Building on Strengths to Achieve Success

A Program of The Providence Center

Building on Strengths to Achieve Success The Providence Center School is a diverse community of educators, clinicians, support staff and learners where students can build on their strengths to achieve their individual goals. Our program provides students with tools that engage them in practices that support success in all domains. Positive behaviors focusing on respect, responsibility and safety are encouraged schoolwide Our team takes the time to understand our students so we can identify and support their individual needs. We draw on each student’s strengths to inform the emotional, social or behavioral interventions that will set him or her on the path to success. This strength-based system allows therapeutic interventions to be tailored to the student’s unique abilities and needs, empowering the student to make positive changes.

Positive Behavior Interventions and Supports (PBIS)

Individualized Planning

Our goal is to provide every opportunity for each student to achieve success in the classroom. We use a strength-based approach to differentiate instruction that increases the potential for success in academic, social and behavioral domains.

Upon admission to the school, an initial Individualized Education Plan (IEP) is developed that focuses on adjustment to The Providence Center School. After approximately 45 days, a more in-depth annual IEP is developed with district representatives, parents/guardians, educational advocates, The Providence Center School staff and, when appropriate, the student. The annual IEP is based on referral information (the record), the 45-day observations of school staff and input from the IEP team. Depending on the student’s unique needs, IEP goals may include related services such as speech and language therapy, occupational therapy, psychiatric evaluation or counseling, all of which are provided onsite.

As a participant of Rhode Island’s statewide Positive Behavior Interventions and Supports initiative since 2007, The Providence Center School has implemented programming that allows students and staff to learn and practice positive approaches to problem solving and proactive intervention strategies. The character traits of respect, responsibility and safety guide the behavioral expectations and interventions.

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Attendance Improvement Plan Attendance Improvement Plan

The Attendance Improvement Program (AIP) is a unique program of The Providence Center School that goes beyond general attendance guidelines.

The program is designed to offer additional assistance and intervention for students whose attendance patterns are impacting their learning and growth. An individualized AIP is developed with input from all members of the student’s treatment team, including the student and parent/guardian, and considers all factors contributing to the . attendance issue.

Teachers and student and family support counselors are committed to supporting the success of students and engage the family in developing interventions that encourage improved attendance habits. Interventions often involve solutions for transportation issues and increased communication between the family and family support counselors. Morning check-ins with students help to create a positive start to the school day for students whose anxiety about school cause tardiness and absences. As a part of the PBIS initiative, monthly attendance awards are given as incentives to students who maintain good attendance records.

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The Providence Center School

Academic Program

A Program of The Providence Center

Academic Program The Providence Center School helps every student in achieving academic success. Teaching methods and learning strategies are individually developed to meet the needs of the student. Small therapeutic classrooms of eight to ten students led by a special education teacher and a teaching assistant provide opportunities for individual instruction, guided independent learning, small group instruction, cooperative grouping and continuous assessment. A thematic approach is often used to integrate academic content areas to maximize teachable moments and opportunities.

In addition, classroom teams collaborate with an occupational therapist and a speech and language pathologist to provide related services and further develop strategies to increase the academic strengths and meet the individual needs of each student in the classroom. The clinical director, senior behavior specialist, clinical psychologist and family support clinicians provide further clinical support and expertise.

Curriculum

The Providence Center School’s students are referred from various school districts throughout Rhode Island. For this reason, The Providence Center School does not adopt a specific curriculum, but implements the Rhode Island Statewide Curriculum standards that define curriculum, instruction and assessment. The early childhood preschool classroom follows the Rhode Island Early Learning Standards. The units taught at the elementary and middle school levels reflect the Grade Level Expectations set forth in the statewide curriculum. The high school program focuses on meeting the Rhode Island’s Proficiency-Based Graduation Requirements to prepare students for transition from high school.

Students participate in Rhode Island’s assessment program (NECAP) with accommodations that are identified through the Individual Education Plan process. Informal assessment is also used to identify academic strengths and needs and drives differentiated instruction. This includes tools such as pre- and post-testing and rubrics that engage the student in the process.

Individual Education Plans

Individualized Education Plans are developed for each student that identify their strengths and needs and set educational and behavioral goals.

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Early Childhood Classrooms The early childhood program is comprised of overlapping classrooms from pre-K through grade one to ensure that the social and academic needs of each student are met. Stability and security are provided in a nurturing environment to support positive behaviors.

The preschool curriculum is based on the Rhode Island Early Learning Standards and Grade Level Expectations guide the elementary classrooms.

Educational fieldtrips are encouraged throughout the academic year and weekly recreational field trips are part of the summer programming.

Pre-K/Kindergarten Classroom

Helping children to acquire the social skills they will need to be successful in a classroom environment is the main goal at this level. A thematic approach is used in an interactive learning environment to integrate and encompass the eight domains of the Rhode Island Early Learning Standards: approaches to learning, social and emotional development, language development and communication, literacy, mathematics, science, creativity and physical health and development.

Whole group activities include character education, circle time, story time, music and movement, physical education and handwriting.

Learning centers include manipulatives, blocks, housekeeping, science, sensory, writing, reading and art.

K-1 Classroom

The K-1 curriculum is designed to meet each . student’s individual needs. Content areas of reading, writing, math, social studies and science are incorporated into the daily curriculum with emphasis on listening and speaking skills. Monthly themes and daily lesson plans are created to broaden students’ learning experiences and offer opportunities for students to apply positive coping strategies and self-regulation skills. Educational technology is an integral part of the curriculum through the use of an interactive whiteboard, a computer station in the classroom and scheduled computer lab class times.

Outcomes Matter: Teaching Strategies GOLD™

The Providence Center School has been a member of the Rhode Island’s Outcomes Matter initiative, a plan to have a comprehensive assessment system for all Rhode Island children enrolled in early childhood special education, since the 2010-2011 school year. Outcomes Matter uses Teaching Strategies GOLD™, an ongoing observational assessment tool based on research about how children learn and develop. Teaching Strategies GOLD™ is aligned to the Rhode Island Early Learning Strategies and is intended to inform instruction based on assessment.

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Primary and Elementary Classrooms Primary Classroom: Grades 1 and 2

The primary classroom curriculum provides each student with a comprehensive program including language arts, mathematics, science and social studies. Reading and writing skills are the focus at this level, with students participating in guided, independent and shared reading and real-aloud activities. Students use journal writing and writing workshops to find their own styles and strengths as writers.

Mathematics concepts are taught through small group activities and independent work with the Everyday Mathematics and Calendar Math programs designed to teach patterns, shapes, place value, measurement and money concepts.

Teacher-created, standards-based integrated units provide hands-on learning experiences, cooperative group activities, arts and crafts projects and community activities to study new concepts in science and social studies.

Elementary Classrooms: Grades 1 through 5

Grades two through five comprise the elementary program. At this level, students are challenged to use problem-solving techniques and engage in hands-on learning. Rhode Island Grade Level Expectations guide the material taught in the elementary classrooms.

Learning opportunities in the elementary classrooms are designed to challenge students and assist them in applying their knowledge in solving everyday problems. Standards-based units provide students with opportunities for hands-on learning experiences, cooperative group activities and community activities. Units integrate social studies, science, language arts, math, technology and the arts. Educational technology is integrated through the use of an interactive whiteboard, computer stations, keyboarding programs and various media presentations.

Curriculum-based assessment provides a measure for all academic goals. Students are active participants in their own assessment process by completing rubrics and reviewing them with the teacher.

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Middle School Classrooms The middle school is made up of three classrooms. The learning environment is student-centered, which encourages students to become active learners. The Rhode Island State Standards for Grade Level Expectations guide the middle school team in programming and curriculum development.

Middle school students become increasingly analytical in their thinking. Connections between subjects and ideas begin to further develop as they transition from being concrete thinkers to being more abstract thinkers. At this level, most students are able to make independent choices and significant contributions. Expectations are set that are commensurate with the experience, needs and potential of young adolescents.

Students frequently participate in experiential activities and are expected to work cooperatively during whole group and small group activities. To deepen each student’s level of understanding and application, science concepts are integrated into classroom reading and writing as well as library and technology sessions.

Language Arts – Reading and Writing

The language arts program promotes literacy through the integration of five main categories of language arts skills: reading, writing, speaking, listening, and viewing. The reading and writing curricula are organized in a flexible structure that allows the students’ needs and interests to shape their learning process. Students engage in independent reading, guided reading groups, focus lessons, reading conferences and read-aloud activities. The writing program highlights individual self-expression, writing as a form of communication and the process of writing. To develop strong spelling skills, students are tested weekly on a list of words.

Mathematics

The middle school classrooms use the Connected Math program as the foundation of math instruction. During a typical math investigation, students receive a brief lesson, which introduces a new concept, then explore and share strategies as they practice using the concept.

Science

Science units include units designed in the areas of life, Earth and space and physical science.

Students strengthen their understanding of the scientific method and develop important science skills throughout the science lessons.

Social Studies

Social studies topics include world and United States history and map skills. The social studies curriculum is designed to give students the opportunity to practice in-depth questioning, research techniques and implementations and to engage in publishing opportunities.

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High School The Providence Center School is committed to guiding young adults to become respectful, ethical, responsible and courteous individuals who can work both independently and cooperatively by following the rules of the school and society.

The high school program provides students with tools that will help them to become effective communicators who speak, read, listen and write clearly and confidently. In their coursework, relationships and activities, students are encouraged to not only employ effective and creative problem solving procedures that present practical solutions but also to reflect on the thought process that led them to the solution.

Therapeutic interventions allow the student to develop an understanding of and an ability to utilize the basic techniques of stress management to appropriately manage their emotions and interactions. Upon graduation, students will demonstrate preparedness for transition to post-secondary education/training, independent living and/or employment.

Proficiency-Based Graduation Requirements

In compliance with Rhode Island Department of Education requirements, The Providence Center School high school program applies proficiencybased graduation requirements to the development of the program. These requirements assure that students demonstrate the ability to meet the Grade Level or Grade Span Expectations for grades 9-12. The three components of proficiency-based graduation requirements mandated by the state are: • a performance-based assessment • completion of required courses • participating in the state’s New England Common Assessment Program (NECAP)

Required Courses

The Providence Center School high school general curriculum offers courses in each of the four major content areas: English language/arts, mathematics, social studies and science. Weekly enrichment classes are essential to broadening the student’s knowledge base. Courses are intended to challenge the academic and social development of students and meet district requirements.

The student’s plan of study is determined upon enrollment to The Providence Center School by the student’s school district and individualized education plan team to ensure that required courses are assigned and the student’s individual learning plan meets his or her future needs.

In most districts, a minimum of 20 credits are required for graduation: 4 English/language arts credits 4 mathematics credits 3 science credits 3 history/social studies credits 6 additional required academic credits sufficient to allow the students to demonstrate a range of proficiency in the six core content areas

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Enrichment Classes: Vocational preparedness and independent living Performing arts Physical education Health Technology Visual art Organization and study skills Character education

Performance-Based Assessments: Portfolio of Academic Achievement

Each student develops a portfolio of their best work, containing a reflective essay about their educational experiences and a minimum of two completed assignments from each content area that represent his or her ability to meet grade level standards. Student portfolios are reviewed

by The Providence Center School staff and, when appropriate, presented to designated personnel at the student’s school district to evaluate and decide if the student has met the grade standards necessary to be awarded a high school diploma.

The results are given to the student, his or her family and The Providence Center School administrative staff.

NECAP Assessment Program Test

Each high school student must participate in the New England Common Assessment Program (NECAP) state assessment. The NECAP test is usually administered to students in grade 11. The test measures a student’s ability to meet Grade Level or Grade Span Expectations in writing, reading and mathematics. Students may take the test with the approved accommodations routinely used in class as identified on the individualized education plan.

SRA Corrective Reading

TPC high school students who are a year or more below grade level in reading participate in the SRA Corrective Reading Program for 45 minutes a day for four to five days a week. The program provides intensive intervention for students in grades 4 through 12 who have reading challenges through sequential lessons that create the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four levels for comprehension address the varied reading deficits and skill levels found among older students.

Senior Career Research and Presentation

Each high school student participates in interest inventory, such as the Ashland Career Interest Survey. Based on the results and their own interests, students select one career as their main focus for the career research project. Using notes, a PowerPoint presentation, a journal and a reflective essay graphic organizer, students develop a comprehensive research project that includes occupational information, education, training, salary and job outlook about their career choice.

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Therapeutic Programming

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Guiding the Behavioral, Social and .

Emotional Development of Students

A Program of The Providence Center

Therapeutic Programming Positive Behavioral Interventions and Supports (PBIS)

The goal of the behavior management program is to therapeutically assist the student in developing age-appropriate problem-solving skills that can be used to make healthy, safe choices regarding behavior at school, at home and in the community. The Positive Behavioral Interventions and Supports (PBIS) program guides the behavioral management program at The Providence Center School, centering on the traits of respect, responsibility and safety. PBIS focuses on creating a community culture in the school that emphasizes positive behavioral and academic expectations.

Character education classes reinforce these lessons.

School faculty and staff set behavioral and academic expectations, keeping in mind each student’s history and needs. Expectations are created to meet the individual needs of each student and optimize his or her chances of success. They are consistently enforced through feedback, modeling and encouragement by school faculty and staff.

Students are acknowledged throughout the school day with verbal praise, compliment “tickets” or small incentives for exhibiting positive behaviors.

Specialized Programming

In the early childhood and lower elementary classrooms, the focus is to provide behavioral support techniques that encourage self-control and frustration tolerance. It is important for children at this age to begin connecting their behavior with a predictable consequence. Students are given reminders and prompts throughout the day with a strong emphasis on acknowledging the students when they are doing well. When necessary a “time out” is utilized until the child is in control of him/herself. “Time out” is followed by a lifespace interview technique in which the students’ behavior is discussed and alternative safe behaviors are identified.

Elementary, middle and high school techniques focus on the development of responsible behavior. Behavior supports include a range of techniques using verbal redirection, physical proximity, positive reinforcement and “time outs” followed by life space interviews. Reality-based problem solving is central to the alternatives and choices presented to the student.

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Behavioral Support In crisis situations, as a last resort, when a student is at risk for hurting themselves or others, physical interventions may be necessary to keep the student, peers or staff safe.

All students have goals and objectives for improving behavior that are determined through a functional assessment process that helps us to better understand their behaviors. The Providence Center School policy is to systematically use the following behavior-support strategies to avoid the need for more serious out-of-school suspension.

• Verbal and physical cueing/redirection • Positive reinforcement • Instructional and curricular alterations • Environmental restructuring • Self-monitoring and control strategies • Behavioral contracting • Social skill development • Limiting privileges or reinforcers • Lower student to staff ratios for increased supervision • Time out in a separate location . (no doors) • Encouraging students to take self-breaks • Various incentive programs • Teaching and practicing coping . strategies

Alternative Learning Environment

When students exhibit behaviors that may cause harm to themselves and/or others, an Alternative Learning Environment (ALE) is implemented. Such behaviors include physical aggression, threats to harm self or others, absence without leave or property destruction. If these behaviors occur, the student is first sent to a “time out” to regroup.

The clinical staff discusses the behavior problem to determine if an ALE or other interventions should be implemented. If an ALE is appropriate, the student is assigned to this space for a specific amount of time with staff supervision to complete his or her work. Before returning to class, the student and staff review the incident, identify safe alternative behaviors and develop a plan to return to the classroom.

Intensive Programming Plan

When students need additional support to help them achieve their behavioral goals, an Intensive Programming Plan is developed. The plan may include interventions specific to the unique needs of the student such as schedule adjustments or even having breakfast with a teacher to ease the student into the school day.

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Character Education The Providence Center School’s character education program provides students with opportunities to learn about and practice good personal and interpersonal skills. Character education groups are implemented into the classroom curriculum once a week and serve as the building blocks between learning and improved social and emotional functioning.

Pillars of Character

Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship Monthly themes in the character education program focus on one of the six “pillars of character.” Group activities are geared toward fostering and strengthening relationships and creating safe and positive learning environments where students can learn, become more cognizant of their strengths and weaknesses, self-regulate and develop a healthy sense of self. These themes are integrated throughout the school through activities that give students opportunities to practice and apply what they have learned. Teachers have an active role in assuring that the students’ new skills are incorporated into their daily routines both at school and home.

Students have the opportunity to learn and explore appropriate ways of establishing, building and maintaining positive and meaningful relationships. Through the use of media, therapeutic games and activities, role-play exercises and discussion, students learn appropriate skills for: • Coping • Problem solving • Empathy building • Assertiveness/refusal • Decision making • Identifying and expressing feelings • Taking perspectives • Demonstrating respect for self, others and . the environment • Improving self-confidence and self-esteem

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Creating a Safe Learning Environment Roles and Responsibilities of Personnel

Each classroom team meets bi-weekly with a clinical team to discuss and implement behavior support programs. Classroom crises are addressed by the classroom teacher with back-up as needed from the clinical team.

Faculty and Staff Orientation and Training

All staff are trained in “Handle with Care,� . a nationally certified program in the use of . de-escalation strategies and safe physical management techniques. The school nurse, teacher and senior behavior specialist guide staff in learning therapeutic prevention, de-escalation and holding techniques. Trainings are conducted annually.

Ensuring Student and School Safety

To ensure a safe learning environment, threats, violence, illegal substances and weapons are taken very seriously. In each of these instances, the principal and members of the clinical and teaching teams discuss possible outcomes that will ensure maintaining a safe environment while, at the same time, continuing to address the needs of the student involved in the incident. In the most serious of cases, law enforcement may be involved, and it may be determined that school is no longer suitable for the student.

Lockdowns, fire drills and evacuation drills are conducted to ensure preparedness in the event of an emergency in the community.

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Family Support Services

A Program of The Providence Center

Family Support Services The Providence Center School’s Family Support Team communicates and teaches successful behavior support techniques to families, identifying available community resources and providing an overall communication link between the home and the school. These activities assist in providing a more successful school experience for each student and their family.

Family support counselors meet with each student quarterly to review progress and goals, discuss any concerns, and maintain a positive relationship. Counselors will meet more frequently with students who need a higher level of support for a given period of time.

The Family Support Team

The Family Support Team consists of the family support coordinator, two students and family support counselors and two case manager/teacher assistants. When a student is referred to The Providence Center School, family support counselors schedule a school visit with the student and his or her family. Once a student is accepted into the program, an intake and Individual Educational Plan (IEP) meeting is scheduled and completed in a timely manner. The student, family and school district all participate in the IEP meeting.

Case manager/teacher assistants provide support to students and staff in the classrooms. They also work closely with the teaching staff to support families and help them learn successful behavior management and learning techniques. Teachers and counselors maintain phone communication and make annual home visits to each family.

The Family Support Team remains engaged with parents by providing consultation, identifying community resources and conducting regular meetings to maintain a connection between home and the school. In the event of a crisis, the counselor responds to parents’ requests for assistance.

When the school closes for vacations, families are made aware of the community resources and emergency contacts should a crisis occur during that time.

Annual Events

The Family Support Team organizes annual events that bring students, families and staff together.

In the summer, the Family Picnic provides an afternoon of fun, food and games. “Saturday at School” is an open house held each fall to introduce families to the staff and provide information about each student’s academic program. When students are transitioning from the middle school program to the high school over the summer, families are invited to participate in an orientation meeting to get acquainted with the next step of the students’ educational and vocational programming.

Parent Education Groups

Parent education groups are held periodically throughout the school year on topics of interest to parents of school-age children.

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Transitional Support

A Program of The Providence Center

Transitional Support At The Providence Center School transition planning is ongoing for every student throughout their enrollment. The goals in a student’s Individual Education Plan (IEP) are established to prepare him or her to successfully move on to the next step, which can range from an elementary, middle or high school placement, a job, a job training program or a two- or four-year college.

When a student’s IEP team determines that they may be ready to transition to a different school setting, the transition coordinator works with school staff, family and the referring school district to explore placement options. The exploration process may include observation of the student at The Providence Center School by the referring school district or visiting potential classrooms and accompanying families on visits to new schools or classrooms. Once a decision is made, the team sets a time frame for the transition based on the student’s needs.

Following the placement, the school staff remains available to the educators who work with the child for suggestions and strategies. A detailed transition report is completed evaluating the interventions used for the student and outlining the student’s strengths and needs.

High School Students

Transition goals for high school students can include working to satisfy the Performance Based Graduation Requirements for a particular school district, arranging to take the SAT, applying for financial aid, applying to college, completing interest inventories or applying for jobs. Trips to visit local college campuses are part of our program.

Most of our high school students apply to the Rhode Island Department of Human Services’ Office of Rehabilitation Services (ORS) for case management assistance in setting and achieving career goals. Once a student is found eligible for ORS, the student may begin to meet with the ORS counselor at The Providence Center School to develop a working relationship, which can continue after the student leaves or graduates. ORS provides support with RIPTA bus passes, RIPTA travel training, financial aid for college and job training programs, summer work opportunities, vocational assessments and assistance with costs associated with certain jobs (uniforms, equipment, etc.).

Outside TPCS

We encourage students and families to remain connected to social and recreational activities in their home community. We can assist families in learning about activities, clubs and sport teams in the local community. Many school systems have detailed Web sites which can help a family stay involved.

Moving On

The Providence Center School celebrates each time a student moves on. We say goodbye and recognize the student’s success, the excitement . of moving to the next step and the challenge of saying goodbye.

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Vocational Programs

A Program of The Providence Center

Vocational Programs Students ages 14 and older engage in activities designed to enhance their independent living skills and explore various careers. They also visit community settings they are likely to encounter in their lives after high school.

High school students volunteer at one of approximately 12 available vocational settings up to twice a week. Volunteer opportunities include assisting in classrooms at The Providence Center School, or working in community businesses such as hardware stores, bakeries, florists, greenhouses, mail handling facilities or soup kitchens.

Community Exposure Trips

Visits to community businesses provide an additional opportunity for students to experience the workplace. Accompanied by staff, visits include the Department of Motor Vehicles, the Providence Public Safety Building, art galleries, museums, Community College of Rhode Island and New Urban Arts (an afterschool arts program). Students learn to navigate the RIPTA bus system during these trips.

Job Sampling and Volunteering

Job sampling allows students to build a résumé and identify potential references for future employment. Students express their job preferences to staff and sample three or four job settings over the course of the school year. Staff transport students to job settings and accompany them during the work period.

Learning Modules

Small group instruction occurs on topics . such as résumé writing, job searches, the . job application process, interview techniques and managing personal finances. Students conduct Internet research on careers of interest and prepare and deliver PowerPoint presentations to their classmates about their findings. To hone their interviewing skills, students also record brief mock “commercials” in which they promote themselves to potential employers.

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Technology Integration

A Program of The Providence Center

Technology

The Providence Center School seeks to use educational technology as an integral part of the teaching and learning process for all students.

Because it is flexible and interactive, technology enhances the delivery of curricula, increases teacher and student productivity and supports the attainment of high student achievement. By infusing appropriate technologies into the instructional program across content areas, students will be better prepared to be skilled and productive contributors to and users of information in a global society.

For students with emotional and learning difficulties, innovative techniques that make learning interactive, collaborative and customized are especially important. Technology provides new instructional possibilities: • Supports individualized and . differentiated learning.

• Simulates real life experiences.

• Promotes project-based and . collaborative learning.

• Expands students’ and teachers’ access to current information.

• Encourages discussion, creativity . and ownership.

• Allows students to communicate . globally.

• Supports diverse learning styles.

• Exposes students to an important set . of tools that enable them to function . effectively in today’s educational . environments and in the workplace.

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Related Services

A Program of The Providence Center

Related Services Occupational Therapy

A licensed occupational therapist assesses and treats students who demonstrate a significant delay with fine motor skills, visual perception, organizational abilities, and/or sensory processing abilities. Recommendations for modification and adaptation of the student’s supplies, materials, activities or environment are provided to the student’s teacher and parent/guardian. Therapy services are conducted in small groups or with the entire classroom. On occasion, individual therapy is used to determine a student’s response to specific interventions. The student’s learning needs are taken into consideration for the type, frequency and location of services. Occupational therapy evaluations suggested by the IEP team are included in the tuition.

Speech/Language Therapy

A licensed speech/language pathologist assesses and treats communication disorders, such as articulation, language, voice and stuttering. He or she also conducts individual therapy, consults with the student’s teacher about the most effective ways to facilitate the student’s communication in the classroom and works with the student’s family to develop goals and techniques. The speech/ language pathologist is an important team member who helps staff and parents to understand a

student’s behavior by assessing communication patterns and barriers. Speech/language therapy evaluations suggested by the IEP team are included in the tuition.

Specialized Groups

As a part of The Providence Center School’s comprehensive therapeutic programming, specialized groups are held on topics that are relevant to the behavioral and emotional success of students. For example, groups on nutrition help students who have health issues learn how to develop good eating habits. Substance use/abuse groups targeted to high school students raise awareness about the risks of substance use and guide students in developing the skills to make smart choices. The substance use groups are lead by The Providence Center School clinical staff trained in recognizing and responding to substance use issues in teenagers.

Medication Assessment and Management

Some students come to the school having been prescribed medication prior to admission. When recommended by the clinical team and approved by the parent, students not on medication may be evaluated by a Providence Center child psychiatrist and, when appropriate, prescribed medication. Students prescribed medication by a Providence Center physician receive regular medication reviews and monitoring sessions with the doctor. The doctor also meets periodically with the student’s teacher and clinical team . to recommend interventions and assess . progress.

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All medications are administered by the school nurse teacher in accordance with instructions written on the pharmacist’s label. Both the prescribing physician and parent must give permission for medication to be administered at the school.

Health and Safety

The well-being of our students is very important to us. A full-time school nurse teacher is available to assist the student and the parents in achieving and maintaining the students’ physical well being.

The nurse monitors growth, immunizations, medications, hearing and vision screening.

School Lunch and Nutrition Program

Meals are planned by the food manager in accordance with nutritional standards for each age level. Breakfast and lunch are available to all students without charge. Two selections from each food group are provided. Students with food allergies or special nutritional needs (e.g. diabetes, etc.) are accommodated with an individualized food plan.

Throughout the year specialized meals and related activities are planned as all-school and community events. Students often take part in the planning, entertainment and decorating for these community events, which include International Lunch, All-American Day, a Thanksgiving feast, Annual Family Picnic, May Breakfast, ice cream social and Graduation Luncheon.

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The Providence Center School

Access to The Providence Center Services

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The Providence Center Students and family members have ready access to a number of services provided by The Providence Center that are often covered under major health insurance plans. The goal for all our programs and services is to provide young people with the support they need to reach their potential in home, school and community settings. We offer a broad range of programs designed specifically to meet the unique needs of children and adolescents who are experiencing social, emotional and/or behavioral symptoms. Our service is strength-based and family-centered.

Outpatient Counseling Services

Outpatient counseling services for behavioral and emotional difficulties emphasize symptom reduction, a return to the client’s highest prior functioning and the pursuit of highly individualized and unique social, behavioral and emotional goals.

Parents and other family members are encouraged to participate.

CAITS and CFIT

and/or behavioral symptoms. Treatment includes a broad array of services designed to: • Reduce acute clinical symptoms.

• Teach effective symptom management and coping skills.

• Help teach family members or caretakers how to find solutions to the behavioral or emotional symptoms of their children.

CAITS and CFIT can help children avoid hospitalization, placement out of their homes or schools, or serious problems in their social and family relationships. At The Providence Center, teams of child and family specialists, including therapists, family support specialists, and family service coordinators, develop individualized treatment plans designed to provide families with assistance that will lead to positive, healthy changes for all involved family members.

Services are provided in the family’s home, in the child’s school, at The Providence Center and in other settings within the family’s community.

CAITS and CFIT are designed to be implemented in homes and communities so that children can put their new skills to work where they live, learn and play.

A specialized Latino Team, comprised of bicultural, bi-lingual therapists and case mangers deliver CAITS and CFIT services to Latino children and families. Because the team understands the families’ culture and norms as they relate to mental health and substance abuse, they are able to provide uniquely designed, culturally appropriate services.

Children and Adolescent Intensive Treatment Services (CAITS) and Children and Families Intensive Treatment (CFIT) serve children from birth to 18 years of age who are experiencing emotional A Program of The Providence Center

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Partial Hospitalization Program (PHP)

Sometimes, academic pressures, new relationships, influences from friends, or family issues result in emotions and behaviors that are difficult to manage for adolescents, such as skipping school, feeling anxious, aggression or withdrawal.

When problems like these interfere with an adolscent’s life, the Partial Hospitalization Program (PHP) helps teens ages 12-18 learn to manage their symptoms in a supportive, structured environment. Five days a week, six hours a day, PHP clients attend individual and group therapy sessions to help them reduce their symptoms, learn relaxation and stress-relief techniques, practice social skills building and impulse-control techniques and build their self-esteem and confidence.

Intensive Outpatient Program (IOP)

For teens who do not need intensive care for six hours per day but would benefit from more than outpatient therapy, the IOP offers the opportunity to attend group and individual sessions for three hours per day.

Early Childhood Institute

The Providence Center’s Early Childhood Institute works with children ages 2-5 whose social and/or behavioral symptoms prevent them from succeeding at home and in childcare settings. All services are designed to make the care and education of children a more productive, successful and rewarding experience. Services offered include: • Therapeutic day treatment, which includes parent and family support • Specially designed partial hospital and intensive outpatient programs • Consultation services to programs serving young children • Training for behavioral health professionals, childcare providers, teachers and parents

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