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The Bucks County Alternative School provides academic and emotional support to students with emotional disabilities from 7 to 21 years of age. The program provides group and individual counseling, social services and academic instruction. In addition, students attend biweekly art classes. Students have the option of purchasing both breakfast and lunch as well as snack items from our school store.
The program has four distinct components:
The Elementary Program is for students from the ages of 7-12 years. The students receive both emotional support and academic instruction in a team teaching environment. Students are encouraged to work on specific behaviors that will allow them to be more successful upon their return to the public school system. Students are taught anger management and coping skills as well as positive decision making and methods of appropriate social interactions. Each student has an academic program designed to meet his or her special needs and is provided with both individual and small group instruction. Academic and behavioral progress is supported using a token economy system. Students earn, save, and spend their money on various privileges throughout the classroom. It is the overall goal of the elementary staff to provide a safe and nurturing environment for our students so that they may acquire the skills needed for social, emotional, and behavioral success.
The Middle School Program serves students ages 12-15 yrs. Self contained classes and team teaching environment provide for small group and individual attention to the academic, behavioral and emotional needs of students. A program wide behavioral support system allows students to work toward general goals. The program includes practice in anger management, problem solving and coping skills to encourage the development of positive decision making and judgment, as well as positive social interactions. Small group counseling is mandatory twice weekly, while individual counseling is provided on an as needed basis. Weekly rewards provide long-term motivation for behavior and academic work.
Individual academic goals and target behaviors are established for each student with the classroom. The individualized Educational Plan is developed to provide support for each of their specific needs. Daily reward programs are established to provide motivation and feedback for those students who need more frequent and immediate attention. Progress is acknowledged through informal classroom recognition and formally through progress and report cards.
Curriculum development concentrates on students’ individual needs as well as on the goals stated in the Pennsylvania State Standards and District requirements. Statewide assessments are provided through the intermediate Unit.
Students are also given the opportunity to participate in Community Service Projects. Students who qualify may also participate in extra curricular activities in their home school districts.
The ultimate goal is to have students return to their home school districts or the least restrictive academic setting for them to be successful. The program experiences provided allow students the best possible opportunity for success at their level and their pace.
The High School program consists of students ranging in age from 16-21 who are working towards graduation credits. For instructional purposes, students are divided into lower high school (9th and 10th grade) and upper high school (11th and 12th). Within each area, students rotate classes for academics. This program provides students with a typical school day consisting of courses required for graduation. In addition to academic progress, student behavior is evaluated on a daily basis and applied toward semester grades.
Transition services and employment opportunities are available to students in 11th and 12th grade. These students are taught to evaluate their interests and abilities, develop interview skills and are encouraged to seek and maintain meaningful employment. Once employed, students must successfully complete a 3-week trial period by maintaining appropriate behaviors, completing all assignments and remaining in satisfactory status while on the job.
Students who are employed will continue to work towards graduation requirements and will complete assignments on an individual basis with assistance as needed. Career coaches monitor students’ job performance on a regular and continuing basis. If a student loses their job they return to the regular high school schedule where they will be retrained in the areas mentioned above and encouraged to seek other employment. When employment is found, the 3-week adjustment period begins again.
Counseling:
The scope of counseling services at Bucks County Alternative School includes the delivery of emotional, behavioral, educational and vocational support tailored for each student during group and individual counseling sessions. The school has one full time counselor and one part-time psychologist and one part-time social worker that is on site three days a week.
Each student participates in biweekly group counseling sessions as a part of the student’s regularly scheduled programming. The groups are closed and confidential dealing with specific issues for those students during that group period. Students are encouraged to bring up topics for discussion, and of interest to any phase of their lives including issues, which are important, with school, home, family, peers and community.
The counselor and social worker schedule students to meet individually as deemed appropriate. Students in need of additional counseling make individual appointments to see the counselor or social worker as needed. The social worker connects students’ families with community agencies and resources in addition to performing group and individual counseling.
Art Program:
The primary objective of the Bucks County Alternative School's art program is to provide its students with a variety of artistic projects designed to stimulate creativity and imagination, develop dexterity, eye-hand coordination, concepts of craftsmanship, organizational skills, self-control and interpersonal and social skills. It is anticipated that each student, working
Maximum Class Size: State Regulations and Standards Elementary and Secondary: 6-12
Instructional Assistants: Provided for each program
Students are instructed in the following areas: Academic areas as outlined in Chapter 4 regulations, social and behavioral skills, life skills, job information and job placement.
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