STEPs Program:  K-12

The STEPs program begins in Pre-School and continues until graduation or advancement to RISE Transition Academy in 12th grade. The STEPs program is a comprehensive and individualized approach to supporting the learning and development of students with severe to profound exceptionalities. The program incorporates an ABA approach, a scientifically validated methodology that focuses on understanding and modifying behaviors to promote positive outcomes and skill acquisition.  

In this program, a team of highly trained professionals, including behavioral analysts, special education teachers, and paraprofessionals, collaborates to design and implement personalized strategies for each student. The STEPs program aims to enhance communication, promote social interaction, foster independence, and develop academic abilities.  

The STEPs program utilizes evidence-based practices to teach and reinforce desired behaviors and reduce challenging behaviors. These practices often include:  

1. Discrete Trial Training (DTT) involves breaking down skills into small, manageable steps and using repetition and positive reinforcement to teach new skills. DTT focuses on discrete, structured learning opportunities and provides immediate feedback to reinforce the correct response.  

2. Natural Environment Teaching (NET): This approach promotes the generalization of skills by incorporating teaching opportunities into the natural environment. NET involves using everyday activities and situations to teach and reinforce skills, encouraging independence and flexibility.  

3. Visual Supports: Visual aids, such as schedules, social stories, and visual cues, are utilized to enhance understanding, communication, and organization. Visual supports provide clear and consistent information, helping students navigate daily routines and expectations.  

4. Social Skills Training: A significant emphasis is placed on teaching social skills, including turn-taking, sharing, greetings, and joint play at the elementary level. This emphasis shifts as students get older to developmentally appropriate activities that continue to enhance social skills.  

5. Behavioral Management: The STEPs programs employ behavior management techniques that are closely monitored by the building BCBA or behavioral analyst. This may include a functional behavior assessment, behavior intervention plans, and the implementation of positive reinforcement strategies to encourage desired behaviors.  

An essential component of the STEPs program is collaboration and communication between parents and teachers. Regular meetings, Parent Square messages, emails, and phone calls will be made to keep parents informed. Don’t hesitate to call the STEPs teacher, building-based BCBA, or Pupil Services for assistance.  

Flex Program (Grades K-5)

The Flex program is a highly individualized approach to supporting students with social, emotional, and behavioral regulation challenges. The Flex program provides targeted interventions and supports students with effectively managing their behaviors, developing social skills, and succeeding academically. The Flex program was designed utilizing Ross Greene’s Collaborative and Proactive Solutions (CPS Model), Jessica Minahan’s Behavior Code, practices from Positive Behavioral Interventions and Supports (PBIS), Safety Care, and the Responsive Classroom.  

An essential component of the Flex program is collaboration and communication between parents and teachers. Regular meetings, Parent Square messages, emails, and phone calls will be made to keep parents informed. Don’t hesitate to call the Flex Programs teacher, building-based BCBA, or Pupil Services for assistance. 

The following is a list of components that may be used to support your child in the Flex and Team program:  

Functional Behavioral Assessment (FBA): The Flex program may conduct an FBA to understand the underlying reasons behind challenging behaviors. This involves gathering data and information from various sources, such as direct observation, interviews with teachers, students, and parents, as well as reviewing academic records. The FBA helps identify triggers, antecedents, and consequences that influence the student’s behavior.  

Behavior Intervention Plan (BIP): Based on the findings of the FBA, personalized BIPs are developed for each student. These plans outline specific strategies, interventions, and supports to address challenging behaviors effectively. BIPs may include positive reinforcement techniques, self-regulation strategies, social skills training, and proactive measures to prevent and de-escalate challenging situations.  

Resources: 

The Behavior Code 

Behavior Code Video Resource 

Lives in the Balance – Ross Greene 

TEAM Program (Grades 6-8)

The TEAM Program is a developmentally appropriate transition from the Flex Program at the elementary school to the middle school. The TEAM Program is highly individualized to meet each student where they are at by taking into consideration each student's unique social, emotional, and behavioral regulation profile. The TEAM Program works with each student to make them an important part of the learning process and emphasizes collaborative problem solving so they are the leading voice in navigating challenges and finding positive solutions. Through academic work and support, collaboration throughout the school community, and strengthening of social skills, we assist in building each student's skills, self-confidence, and self-advocacy to prepare them for success in high school and beyond. 

The following is a list of components that may be used to support your child in the TEAM Program:  

Functional Behavioral Assessment (FBA): The TEAM Program may conduct an FBA to understand the underlying reasons for challenging behaviors. This involves gathering data and information from various sources, such as direct observation, interviews with teachers, students, and parents, as well as reviewing academic records. The FBA helps identify triggers, antecedents, and consequences that influence the student’s behavior.  

Behavior Intervention Plan (BIP): Based on the findings of the FBA, personalized BIPS are developed for each student. These plans outline specific strategies, interventions, and supports to address challenging behaviors effectively. BIPs may include positive reinforcement techniques, self-regulation strategies, social skills training, and proactive measures to prevent and de-escalate challenging situations.  

Pine Meadow Academy (High School)

Pine Meadow Academy is a public high school that integrates academic and applied learning in a small school setting.  The school is based on a central theme: learning through authentic work and interests. Students who want to learn in a hands-on, experience-based setting will want to consider attending Pine Meadow Academy.  We offer an opportunity for students to explore the potential of their personal interests and skills in a diverse, dynamic learning environment. 

PMA is a school of choice, meaning a student’s attendance is based on a mutual agreement between the student, family, and PMA staff. Through requests from the family, school staff, or the student themselves, an application process is used to determine if PMA is the right fit for helping the student reach their goals. The application process consists of recommendations from the school and family, the student sharing why they believe PMA is the right fit for them, a tour, and a family meeting to discuss the program and possible programming.  

At PMA, the staff believes that a child’s interests and passions are the keys to their high school education and life-long learning and that learning best takes place when each student is an active participant in their education.  Our focus is not only on knowledge acquisition but also on knowledge utilization.  We strive to develop life-long learners with the ability to apply academic, practical, and creative knowledge to real-life experiences and challenges; therefore, we believe that school-based learning is most effective when blended with outside experiences that broaden and deepen students’ learning and interests.  

An essential component of PMA is collaboration and communication between students, families, and teachers. Regular meetings, Parent Square messages, emails, and phone calls will be made to keep parents informed and to collaborate in creating individual plans for each student. Don’t hesitate to call your student's Advisor, teachers, Counseling Staff, Special Education Coordinator, or Pupil Services for assistance. 

Resources: 

Big Picture Learning

Non-Cognitive Skills

RISE Transition Academy (18-22)

RISE is designed to support the successful transition from high school to post-secondary life for individuals with diverse learning needs. RISE aims to provide students with the necessary skills, knowledge, and experiences to promote independence, employment readiness, and community integration (Include Link to 16 Transition Skills). RISE empowers students to pursue their goals and achieve success in their chosen path.