School Based Services

Programs Designed to Meet Districts’ Needs 

Our  models  provide school districts with a cohesive continuum of services for all general education and special education students, meeting each student’s unique and changing needs while increasing the efficiency of special education operations. Our most common models are:

  • Public-Private Partnership
  • Consortium Model
  • Private Facility

The Menta Team works alongside school districts to develop programs the directly address districts’ specific needs. Often school districts need assistance in helping to achieve:

  • Improved outcomes for special education students.
  • Decreased special education costs.
  • Improved performance indicators on districts’ Annual Performance Reports and other assessments.

 

Improved Outcomes for Special Education Students 

Training and consultation services are provided to school districts teachers, clinical staff, and administrators using the same research-based behavioral models as private schools. This creates better alignment between private and district programming, allowing for the successful reintegration of students from private to district placements.

Training focuses on how to develop Optimal Learning Environments (OLE) in the classroom and the school that improve student academic and social emotional outcomes.  Teachers learn to manage themselves and their school environment to create classrooms that are well-structured, instructional, safe, engaging, responsive, and supportive of the all student needs. This provides a seamless reintegration system with coaches who support the student and the staff in the new environment. As a result of this training, the number of students who reintegrate successfully will increase and suspension or expulsion and out-of-district placement of special education students will decrease.

In addition to the training provided, as part of this program, students will have opportunities to access resources not readily available when they are placed in other communities.  Students will be supported in finding local jobs, making connections at local colleges and universities, networking within their own communities, and participating in valuable community- based service-learning experiences.

Decreased Special Education Costs

The high cost of general education and special education transportation is creating budgetary shortfalls in many districts, resulting in budget cuts to direct student services and resources.  Our program models  provide school districts with exceptional educational opportunities that bring students in public/private placements closer to the community in which they reside.  As a result, transportation and educational costs  decrease. By reducing the number of outside providers, district administrators will be able to increase efficiencies in oversight and supervision of private therapeutic school placements and services.  Students will have access to community-based opportunities that improve the quality of their educational program and help prepare them for the future.

Improved Performance Indicators on the Districts’ Annual Performance Reports

Our program models increase performance on the school districts’ Annual Yearly Progress and Special Education Annual Performance Report by reducing the number of students who are suspended, expelled and/or placed in separate special education facilities.

School districts also improve on state and national performance outcomes. Through utilization of the Crisis Intervention Behavior Stabilization (CIBS) program, School Districts will provide suspended students with alternative programming and with options to stabilize the behavior that is inciting the expulsion.  The CIBS program allows the student to stay in school while on suspension, reducing the number of general and special education students suspended. Students complete the work that they would normally do while in school, retaining valuable seat time and making it less likely that the student will fall behind.

In conclusion, seamless continuum of placements and services, located in the students’ local community, with supports for students in crisis, and with coaches for students and staff during reintegration, is based on sound best practices.