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, Emotional Disturbance, Other Health Impairments, Speech and Language Disorder, Learning Disabilities, and more.
We are proud to employ certified special education teachers, Licensed Professional Counseling, Speech and Language Pathology, and Occupational Therapy.
At High Road, 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 an academic model and BEST 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 models and dedication to seeing student improvement set us apart.
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.