Valdosta City School of Scholars
Valdosta City School of Scholars provides an intensive, structured, individualized special education program aimed at strengthening each student’s academic and organizational skills, social and emotional abilities, sense of responsibility, job skills, and self-esteem. Our goal is to prepare students to successfully reenter “mainstream” schools and the community.
Valdasta City School of Scholars provides an intensive, structured, individualized special education program aimed at strengthening each student’s academic and organizational skills, social and emotional abilities, sense of responsibility, and self-esteem. Our goal is to prepare students to successfully reenter “mainstream” schools and the community. All students are encouraged, nurtured, respected, and supported in achieving their full potential in an enriching, positive environment.
We teach social skills, life skills, transitioning from school to life, and small group instruction. Valdosta City School of Scholars collaborate with additional professionals to meet student speech, occupational and mental health needs to ensure students receive the necessary instruction and interventions to be successful.
Our Students
Students are referred to Valdosta City School of Scholars by their school district and are generally enrolled in grades 6–12 (aged 10 to 20) and served in both general and special education environments.
Serving students with significant autism and developmental disabilities, our model takes learned skills and practically applies them to the multiple environments in which a student would use those skills. Students spend portions of their day rotating through different modalities of instruction, the length and the frequency of each rotation is individuality designed for each learner and based on their current skills and future goals.
Each student enrolled in the model has individualized behavior programming which is driven by Functional Behavioral Assessments (FBA). We aim to identify the behaviors that continue to disrupt our student’s ability to access their environment and learning. We then use the data collected from the FBA and classroom data to device strategies that get to the root function of the students disrupted behaviors.
