ST. MADELEINE SOPHIE’S CENTER offers a nonpublic school transition program for students 17 – 22 years old. The purpose is to provide additional program supports & training of students with developmental disabilities who remain eligible for services until age 22 and would benefit from an individualized academic and vocational training program.
ST. MADELEINE SOPHIE’S CENTER’s nonpublic school program offers young adults with developmental disabilities who may also have other physical challenges a wide range of intensive, individualized interventions designed to provide needed assistance in areas of academic, social & vocational training that will allow a smooth transition to adulthood. The goal is to clearly identify strengths & weaknesses of the individual and, in the process, stimulate students’ awareness of their strengths in order to assist them in addressing their challenges. The program uses information from a variety of sources including the student’s social, emotional, psychoeducational, and neuropsychological context to implement the students’ IEP and designated instructional services.
The program serves students who need a more-structured, non-traditional, and supportive school environment. The program meets the needs of young adult students in academics, work preparation and lifeskills, and community integration and growth. The center’s design and opportunity for related services accommodates students with developmental disabilities who would not benefit from a traditional public school academic program.
Students attend school for at 1,680 minutes per week, which includes small group instruction, transition services, and counseling. These school-based services are available to each student during the regular school year and the extended year. Other supervised instruction available based on student needs are independent study, independent living skills and vocational education. Vocational counseling, mobility training, and job placement including job coaching and paid employment are available. Counseling consultation and support to parents are also provided.
Adult students who need an independent living focus study applied and functional job readiness, functional academics, community-based instruction, and self-help skills to prepare for employment and maximum independence.
During instruction students have the opportunity to develop valuable social and transitional skills and have access to computers and Assistive Technology.
Adult students who need to focus on a high school diploma can earn credits to meet district high school requirements through on-site content area instruction and individualized, independent assignments in core academic areas to complete at home.
Students work with psychologists and school counselors to deal with self-esteem, emotional and social issues. Counseling staff provide help with nutrition, life skills, job-related social skills, vocational awareness, goal setting and self-confidence.
Pre-Vocational and Employment
Work-Based Placement Support provides students the skills, resources and information they need to locate and maintain employment opportunities both in supported settings and independently.
Transition planning is the process of students, school, families and communities working together to determine effective educational experiences to assist students with disabilities to achieve their goals and prepare for their adult roles. ST. MADELEINE SOPHIE’S CENTER works with students to provide work-based learning experiences and community linkages that support transition planning and progress.
Positive behavior development is a focus in the school program and is supported by trained professionals. Positive reinforcement in the form of tangible rewards, verbal praise and encouragement, and building self-esteem are available for all students.
Recreation and leisure
Students are advised, supported and rewarded for establishing participation in routine physical fitness activities and community fitness resources.
Other Designated Instructional Service
Language and Speech Therapy and Occupational Therapy are available to students with a documented need for these services.
Assessment and evaluation occur prior to acceptance into the program. A review of records and an interview are necessary prior to admission. Students must demonstrate a willingness and potential ability to work toward individual and program goals in academics, social development, and independent living.