Camino Alto Program

Camino Alto in-district classrooms utilizes SESI’s highly structured academic and behavioral models, which are used nationwide to provide students with the support and structures necessary to help them successfully access their education. Through our partnership with Windham Public Schools, SESI operates classrooms within Natchaug Elementary School and Windham Middle School, allowing students the opportunity to return to a less restrictive environment at their individual pace. For example, some students take courses within the general education classrooms in conjunction with their Camino Alto classes, whereas other students follow a rotation model schedule that is exclusive to the Camino Alto classrooms. Collaboration and communication with Windham staff have been a crucial aspect in creating this bridge of academic and behavioral support for students who are ready to integrate back into their mainstream home schools.

  • (P) 860.942.8660 ext. 8120
  • (F) 860.465.2353
  • 123 Quarry Street
    Willimantic, CT 06226
    C/O Lindsey Russo
Home > Our Locations > Camino Alto at Windham Public Schools

Our Students

Students are referred by their Windham Public Schools to attend Camino Alto. Our students are generally in grades K–8. Our student populations face disabilities in a variety of areas, including Learning Disabilities, Emotional Disabilities, and Other Health Impairments, and more.

Our Staff

We are proud to employ certified special education teachers and each room has two teaching assistants for additional support. Camino Alto has a full-time social worker, and all staff are trained in crisis intervention programs. Students in Camino Alto that require additional services, such as Speech & Language, receive it with qualified Windham personnel.

By focusing on key areas — academics, behavior modifications, support services, and transition / life planning services — we are able to meet the individual needs of all students through these varied approaches to instruction. Through collaboration with a student’s IEP team, we are able to choose the most appropriate learning model based on a given student’s present levels of performance, social capabilities, motor coordination, and ability to learn in a group setting.

Utilizing four specific instructional rotations, students are assessed academically, gain self-regulation skills, learn with district-aligned academic curriculums, and utilize integrated technology.