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High Road School of Southern York2020-09-03T13:33:50+00:00

High Road School of Southern York

The foundation of our program is rich in structure and routine. This foundation expands into a multitude of data-driven behavioral and academic services. These specifically connect to a research-based rotational model, focused on academic, social, environmental and sensory needs. This form of learning assists students in practicing flexibility and generalization with multiple staff members throughout the building. With an opportunity for success in multiple areas of the classroom and school environment, students will feel prepared to extend their skills in the home and community, increasing their chance to engage in successful activities and relationships.

Contact Us
  • (P) 717.610.0046
  • 2821 E. Prospect Road York, PA 17402
Meet the Team

Virtually Tour Our School!

Welcome Back Students!

Our Students

Students are referred by their school district to attend High Road School and are generally in grades 1–12 with Autism Spectrum Disorder or IDD.

Our Staff

We are proud to employ Certified Special Education Teachers, teaching assistants, a school Board Certified Behavior Analyst (BCBA), a licensed social worker, school climate leader, and intensive behavior 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.

Learn More About Our Academic Model
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.

Learn More About Our Model
The High Road School of Southern York has a comprehensive Transition Program in place for all high school students. The transitional coordinators on staff address the transition goals listed in each student’s individualized educational plan, as well as coordinate vocational interest inventories, community out-placements, and on-site school jobs.

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