Frequently Asked Question about Admissions
1. Will my child be challenged academically?
Upon acceptance students are tested using our curriculum tests. The results indicate a child's grade level in Reading, Math and Spelling. Each child is placed in the appropriate (track) curriculum reflecting his/her individual needs. College-bound students can select offerings to meet their goals. Students are neither held back nor pushed ahead academically. Students are pre-tested and post-tested and can move to the next level in subject areas. Progress is closely monitored.
2. How long will my child remain at The Y.A.L.E. Schools before returning to the district program?
This decision is based on several factors. Students minimally spend a school year at Y.A.L.E.. Initial behavioral and academic goals and objectives are set when a student begins the program. A student's movement toward goal aquisition depends on several factors, including growth and behavior, learning ability, and social/emotional development. The Annual Review Meeting held in May of each year is a forum for parents, Child Study Team representatives, and Y.A.L.E. staff. Initial goals and objectives are reviewed and data-based progress is reported to meeting participants. Based on the student's progress, Y.A.L.E. staff, parents, and district representatives determine the school program to best meet the child's needs for the following school year.
3. What programs, in addition to academics, are offered to my child to prepare him or her for the future?
Y.A.L.E. has several programs in place to help prepare students for the future. There is an in-house company where students have an opportunity to work, receive compensation, and learn valuable work-related skills. As part of a school-wide mentorship program that allows students to gradually aquire these skills, students progress through varying levels of responsibility until qualifying for possible external (non-Y.A.L.E.) employment. All our High School students are required to participate in a once-a-week transition class that is divided by class year and incorporates life skills, mobility training, communication, and career management. In addition, Y.A.L.E. has a full-time senior coordinator who works with the students during their senior year to help place them in either four year colleges, two year community colleges, trade/technical schools and/or direct employment.
4. Please describe the behavior program.
Y.A.L.E.'s Behavior Programs are based on the principles of Applied Behavior Analysis. Behavior programs focus on teaching and increasing appropriate behaviors as well as decreasing inappropriate behaviors. These programs utilize a systematic school-wide approach when working with students and emphasize the development of structured and predictable environments with pre-arranged contingencies. The use of a baseline period along with an ongoing review of collected behavior data tailors the program to meet the needs of the individual student.
5. What clinical services are available to my child at The Y.A.L.E. Schools?
The clinical team is made up of professionals in the following areas: speech and language, occupational therapy, physical therapy and counseling. With the exception of physical therapy, the clinical staff is employed by Y.A.L.E. School. The team provides individual sessions, group sessions, and therapeutic consultation, which involves regular communication between your child's therapist and Y.A.L.E.'s educational team. Each specialty follows a sequence of screening steps to determine appropriate goals for an individual student.
6. Will my child receive counseling?
All students are screened for counseling upon entering the program. A counselor is assigned to each new student. The counselor will review the IEP and student records as well as meet with the student to determine recommendations for treatment. The counselor will also speak with the student's parents as well as outside therapists working with the child to gain additional perspective in meeting each child's counseling needs.
7. My child has significant social deficits which make it difficult for him or her to maintain satisfactory relationships. How is this addressed by the Y.A.L.E. School program?
An integral part of the school program is the acquisition of social competencies. Five themes, each with specific social skills are taught in each of our classes. The specific skills are determined by the skill needs of the students within each class. Students participate in age-appropriate activities throughout the school year. Research-based studies indicate that in order for students to generalize social skills, they must be able to practice the skills on a consistent basis with positive feedback.
8. Are students without behavior issues in class with students who act out?
Students who share similar characteristics are grouped together. Based on behavior, social/emotional growth and academic performance, a student is placed in the class that best meets his or her individual needs. Classes are divided into behavior classes with an emphasis on behavior issues, and social learning classes which focus on social competencies. The Y.A.L.E. program is highly structured and staff members are well trained in managing behavior issues. In addition, our population is governed by school-wide rules and regulations which must be followed in order for students to remain at Y.A.L.E. schools. Students' social and emotional well-being is our top priority.
9. If a student is having difficulty with Reading, what kinds of interventions are available at Y.A.L.E.?
Students are placed in small groups for daily Language Arts instruction based on their specific instructional needs. These needs are determined by our Reading Specialists after review of placement testing results, as well as review of student records. A variety of types of texts including basal reader, direct instruction, linguistic based readers and literature programs are available to meet the specific needs of each student.
In addition, many students receive individual instruction in Reading or Written Expression. A variety of multisensory materials and techniques are used. For students needing direct, systematic instruction in phonics-decoding, 1-on-1 instruction in the Wilson Reading System is available. An on-site trainer runs annual training for staff members in the Wilson Reading System.
Reading Specialists oversee placement of students and consult with teachers on a regular basis to monitor instructional goals and make any necessary instructional changes.
10. Is there any parent involvement?
Parents can be involved in our program in several ways. We have a Y.A.L.E. PTO (Parent Teacher Organization) that sponsors a picture day, book fair, fundraisers, and various academic programs. In addition, Y.A.L.E. hosts monthly support groups for our social learning population, along with sponsoring various guest speakers designed for our entire population.