Students are referred by their school district to attend High Road School and are generally in grades 8-12 (ages 13-21). They face disabilities in a variety of areas, including emotional disabilities, learning disabilities, specific learning disabilities, autism spectrum disorders, traumatic brain injury, ADHD, other health impairments, and oppositional defiant disorder.
We are proud to employ certified special education teachers, staff trained in Life Space Crisis Intervention and mindfulness techniques, staff trained in emergency interventions and trauma sensitive strategies, school social workers, Speech Pathologist, and Occupational Therapy.
High Road School of Windham County is an educational program serving the instructional and behavioral needs of adolescents in a supportive and structured environment. The program is designed to focus on personalized academic and behavioral goals so that students can return to a less restrictive educational setting. The goals of the program are as follows:
- To provide each student with the academic and social skills to be successful in the school, community, and family system
- To prepare students to return to a less restrictive setting as quickly as possible
- To prepare students for State of Connecticut testing programs
- To provide students with consistent and structured tutorials in order to prevent regression and produce both academic and behavioral gains
- To provide students with an array of cultural and recreational experiences
- High Road’s interdisciplinary staff is responsible for providing our comprehensive special education program. The services of a psychiatrist and occupational therapists are also available on an as-needed basis.
In addition to students referred to us by their districts for full-service, longer-term programming, we accept students for 40 day diagnostic placement as well.
To supplement our school’s regular 10-month school year program, we offer an ESY (extended school year) program for eligible students. This summer programming provides academic support with an eye toward preventing regression of skills and maintaining academic and behavioral skills development through such means as subject area tutorials, behavioral instruction, recreational activities, and cultural experiences.
Family involvement continues to be a staple of the High Road model, and parents are always encouraged to visit the school at any time, learn more about our program, and become as involved as they wish in the academic pursuits of their children.
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.
The High Road Schools & Academies of Connecticut help students make the most of learning opportunities by employing certified specialists to give each student additional support as needed.
Our Speech & Language Therapy Program features a coordinated and individualized approach. In group work as well as in individual sessions, our certified speech therapists work with students to correctly produce the sounds in words, increase speech intelligibility, develop vocabulary knowledge and understanding, and utilize appropriate conversational skills. Emphasis is placed on pragmatics, such as turn taking, topic maintenance, asking appropriate questions, and socialization. Grammar, syntax, and written expression are also addressed.
Our occupational therapists support students with sensory, perceptual, and motor problems in better meeting the daily demands of their environment. OTs use directed play as the primary method of treatment; however, classroom consultation directly with teachers and assistants regarding the student’s abilities is also key to their success. Directed play includes such activities as mazes and target games to develop hand-eye coordination and ball games to increase coordination between two sides of the body. Through the use of movement, touch, and other functional activities, the student more effectively develops the responses needed to function in the classroom, home, and community environments. As the child ages and his or her needs change, the focus is on the acquisition of specific skills used in daily life. These can include learning to measure baking ingredients, personal care, or crossing busy streets, depending on the student’s abilities.
Our social workers guide students through emotional and social growth issues. They focuses on helping the student develop age-appropriate skills and behaviors for the classroom and beyond. Through the use of recreational and other activities, they assist students in building self-esteem, applying social skills, and practicing leadership and team participation. The students are seen individually and in small-group sessions. It is also not unusual to find social workers in the classroom leading social skills activities.
A consulting psychologist, physical therapist, behaviorist are also available on an as-needed basis.
At High Road, all related services personnel work closely with classroom teachers to assure integration of learned skills into all classroom activities.
Students participate in our transition program where they complete career interest assessments, research careers, take trips to designated job sites where they observe, talk with, and assist professionals in various fields of work.
In addition to our High School Program, we also have a 5th year 12+ classroom for students who are interested in and qualify for an additional year of transition and job readiness supports. These students complete some academic and office work in the morning and are then taken out to various job sites daily to gain work experience and increase life skills. Students in this program are responsible for managing their own “bank account” of money earned at the job sites and are then provided with Visa cards to practice managing income and expenses. These students also explore future career options and training programs required for desired careers. Our staff work diligently to identify students’ interests and foster partnerships with job sites that meet their specific interests.