Students are referred by their school district to attend High Road School and are generally in grades K–12 (aged 5 to 21). They face disabilities in a variety of areas, including Autism, Intellectual Disability, Emotional Disability, Other Health Impairments, and more.
We are proud to employ certified special education teachers, staff trained in crisis intervention, school social workers, in-home and/or family therapy, a school psychiatrist, speech/language therapy, occupational therapy, access physical therapy
The High Road School of Boone County believes that education isn’t about memorizing facts or taking tests—it’s about teaching children how to learn so they can carry this skill and enthusiasm with them throughout their lives to produce positive outcomes and fulfilling futures. Our child-centered approach thus focuses on fostering emotional growth; increasing academic, language, and behavioral competencies; and enhancing each student’s natural strengths. Our prime objective for all students is to help shape them into independent young adults who can productively interact in a variety of mainstream social settings and situations. We accomplish this by providing individualized programming to teach to each child’s skill set and adapt to each child’s learning style. High Road provides local-area school districts with an effective alternative for their students to explore their full potential and achieve their full capabilities.
With the support of our BCBA and Social Worker we are able to provide programing that is trauma informed and focused on the function of behaviors. Our staff are trained in crisis management and allows students that previously were not able to complete a full school day to complete a full day at school.
Our classrooms access the community by taking field trips to local grocery stores, parks and other businesses. Our students have created lemonade stands near our building to provide community involvement to our students.
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.
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 spends 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.
Services for Students with Autism or Specific Learning Disabilities
We take an individualized approach to educating students with specific eligibilities, which starts with building strong foundational skills in the areas of language, visual performance, and fine and gross motor skills. Our approach is informed by the belief that it is common to find defined splinter skills in children and adolescents with autism and SLD, as well as a large “gap” between receptive and expressive language skills—a gap that hinders social abilities and can lead to maladaptive behaviors. Consequently, the High Road School consistently works to bridge this gap by expediting acquisition of skills and increasing our students’ awareness of their surroundings. To accomplish this, we employ a rotational model of instruction whereby students move about their educational space, alternating among specific learning modalities and diversifying their settings, all of which supports faster generalization of skills.
Our rotational system consists of DTT (Discrete Trial Training) sessions, life skills training, social skills lab and motor lab work, NET (Natural Environment Teaching), instruction in designated academic blocks, activity schedules, and independent play and leisure time. Each rotation is designed to progressively build on the last level of skills and inform the next level. For example, what is taught in DTT serves as a building block for the social skills lab, which in turn is generalized into the NET room, which itself is generalized into routine components of the day (e.g., recess, lunch, transitional times) and eventually to real-world encounters. Ultimately, this progression of skills leads to two long-term goals: (1) the ability to participate, function, and demonstrate independence in the general public; and (2) the ability to transition students to a more general academic setting.
Services for Students with Emotional Disabilities
The route to success for our students with emotional disabilities begins with individualized education that focuses on a high level of structure and consistency. These characteristics create a productive and positive learning environment that properly addresses internalizing and externalizing behavior issues and teaches self-regulation.
Our rotational system of instruction for ED students is centered on 1:1, small-group, and independent instruction—all with integrated technology throughout—incorporating a wide variety of comprehensive multi-sensory curriculums. Our students learn to manage their emotional triggers and to enjoy learning.