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Academic standards

By blending behavioral expertise and education, the NHS Schools partner with families, school districts, and community organizations to provide a quality educational environment that promotes individual student growth.
  • Special Education Services for students ages 5-21 years old
  • Positive Behavior Support Plans
  • Individualized Education Plans (IEPs)
  • Building Bridges Education Program for Girls
  • Additional Transition Services for students 18-21 years old
  • Ancillary Services (Speech, OT, and PT)
  • In-District Specialized Support Classrooms
  • Extended School Year (ESY)
  • Functional Behavior Assessments

All NHS curriculums are developed using the COMMON CORE STANDARDS. The teacher will layout an overall education plan to cover core content subject areas for the school year by organizing the standards and objectives to target throughout the year for each grade level.

The typical general education or special education curriculum from the school district will be used within the Therapeutic Classroom; however, adaptations, modifications, and Specifically Designed Instruction (SDI) methods will be used on an individualized basis.


Applied Behavior Analysis (ABA) principles will be used by the team to design appropriate function-based interventions.


Computer-Assisted Instruction is a computer-based assessment and curriculum tool used to provide direct instruction in all subject areas. The software will automatically choose a course path for the students based on the assessment.


Individualized Goal Selection (IGS) serves as an educational tooland as an administrative tool designed to assist in the development and monitoring of individual child programs by facilitating management and supervision of programs. In addition, the curriculum provides a mechanism for continuous evaluation of child progress in achieving goals.


ASSESSMENTS

District Assessments: Classroom teachers will utilize any required and requested district assessments to track academic progress and student success.


Behavioral Progress Monitoring: Positive Behavior Support Plan (PBSP) goals will be tracked daily and analyzed weekly to determine student progress toward behavioral goals. The treatment staff will make adjustments to the student's PBSP as needed based on progress monitoring data.


Functional Behavior Assessment: This will be completed through direct observation within the classroom during the first 30 days of placement to determine environmental backgrounds and consequences in order to guide an individualized behavior plan for the student.


Brigance: Developmental-specific assessments are designed to be used for ongoing progress monitoring across multiple subject areas which enable the IEP teams to provide specifically designed instruction and interventions as well as effectively and frequently monitor student's progress. These assessments can also be used to determine present levels and guide initial instruction.