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Special Education Learning Support (Grades 7–8)
At the middle school level, the primary focus is on academic scaffolding, executive functioning, and transition readiness as students prepare for high school.
Academic Differentiation: Modifying and adapting the general education curriculum (specifically core subjects like math and English language arts) so students can access grade-level standards.
Executive Functioning Coaching: Explicitly teaching organizational skills, time management, study habits, and long-term project planning.
Inclusion & Co-Teaching: Partnering with 7th and 8th-grade content teachers to deliver accommodations, manage small groups, or parallel-teach in the general education classroom.
Transition Planning: Beginning the initial stages of post-secondary transition goal-setting within the IEP (which legally must begin by age 14 in Pennsylvania).
Self-Advocacy Training: Teaching young adolescents how to understand their own accommodations and independently request them from their teachers.
Special Education Emotional Support (Grades K–2)
In early elementary, the focus is entirely on co-regulation, foundational social-emotional learning (SEL), and establishing behavioral safety and routines.
Co-Regulation & De-escalation: Providing immediate, hands-on crisis management and trauma-informed de-escalation for intense behaviors (e.g., tantrums, elopement, physical aggression).
Explicit Social Skills Instruction: Teaching foundational behaviors like sharing, taking turns, identifying basic emotions, and using whole-body listening through play-based interventions.
FBA and BIP Implementation: Collecting baseline behavior data to inform Functional Behavior Assessments (FBAs) and executing Positive Behavior Support Plans (PBSPs/BIPs).
Establishing Predictability: Designing highly structured, visual classroom environments with clear routines, token economies, and sensory/cool-down corners.
Foundational Academics: Delivering highly modified, tactile, and multisensory foundational reading and math instruction tailored to students whose emotional dysregulation frequently interrupts their learning.
Special Education Emotional Support (Grades 3–5)
In upper elementary, the focus shifts toward self-regulation, cognitive behavioral coping strategies, and restoring peer relationships.
Self-Regulation Coaching: Teaching students to move from co-regulation to self-regulation using cognitive tools (e.g., Zones of Regulation, identifying physiological triggers before an outburst occurs).
Conflict Resolution & Peer Mediation: Guiding students through repairing peer relationships, navigating social cliques, and handling frustration during structured collaborative activities.
Academic Resilience: Supporting students through increased academic demands where frustration triggers behavioral avoidance or outbursts (e.g., test anxiety, multi-step tasks).
Behavioral Data Tracking: Managing precise, interval-based interval charts or point sheets to monitor progress on behavioral goals and coordinate data with school psychologists or counselors.
Scaffolded Inclusion: Systematically transition students into general education environments for targeted blocks of time, ensuring behavioral modifications are maintained outside the support room.
Early Childhood Education Prek-4
Special Education Prek-8th
