Purpose
The purpose of this program is to provide a continuum of services in a safe, structured therapeutic environment where students can grow socially, emotionally and academically to be better equipped to participate and succeed in a mainstream environment. Family Connections provides an integrated educational and treatment team of teachers and licensed mental health staff to provide services during the school day.

Population Served
The Family Connections program serves students, grades 4-8, who have had difficulty maintaining appropriate behavior in the regular educational setting due to social, emotional, psychological, or behavioral disabilities. All students placed in the Family Connections program have been assessed and qualify for Special Education or 504 eligibility. Before being admitted to the program, students are referred from their neighborhood school teams. Students that are appropriate to this setting are those in need of a most restrictive environment.

Goals

• to meet individual educational and mental health needs of children
• to decrease the isolation of students and incorporate them into a school community where they are valued and find success
• to assist students in learning self management and coping skills so they can successfully participate in mainstream school and community
• provide support to families and utilize their strengths as well as community resources to meet children’s needs

Program Structure
The program serves 30 students with the support of 11 full time staff. Three teachers, four instructional assistants, three licensed mental health therapists, one alternative program specialist and a part time clinical director staff this program. Educational and therapy staff works as an integrated team to provide services in the milieu and individualized settings.

Behavior Component
Family Connections emphasizes the importance of students taking responsibility for their behavior. The behavioral component is based on choices, and students are taught to understand and accept the consequences of poor choices. A consequence ladder is used to respond appropriately to a student’s acting out and to avoid power struggles. We also utilize a level system in which students receive increased responsibilities and privileges as they demonstrate improved behavior.

Social/Emotional Component
Family Connections is structured for students to feel physically and emotionally safe. Much emphasis is placed on social and emotional intervention and growth. Fulltime therapists provide support for students in the classroom as well as individual therapy sessions. Educational strategies that are therapeutic rather than punitive and are geared towards assisting students to change behavior rather than control it are emphasized. Family Connections staff work closely with community agency professionals who share a vested interest in students. This wrap around approach to the student results in better understanding of the student's needs and a viable treatment and educational plan for the whole child.

Daily opportunity is given to fostering social/emotional growth through individual conferencing with staff as well as a daily group “check-in” class. During this time students have the opportunity to discuss events in their lives that are both positive and negative. The “check-in” classes give the staff an opportunity to understand the mood, behavior and general feeling of students before each school day and to make program changes accordingly. A brief “check-out” at the end of the day provides closure for the students, helps the staff and evaluates their progress.

Specific curriculum is used to teach social and behavioral skills. Many opportunities are available through out the day for students to talk with staff and work on emotions and behaviors. This work is considered critical to the student’s success and is usually prioritized over academic work.

Academic Component
Family Connections offers an academic program focusing on basic academic skills. Core skills such as reading, math and writing are emphasized. Classes are also offered in English, Social Studies, Science, Health and Fitness, Art, and Life Skills. Experiences with drama and music are also incorporated. The program also adjusts the academic program accordingly for those who need a more functional or vocational experience. Frequent outings in the community are planned to give students an opportunity to practice skills.

Transition Component
Transitions out of the Family Connections program are encouraged to give students an arena to apply the social and academic skills they have learned. Individual goal setting is focused around such transitions. Transition back to a neighborhood school usually starts gradually with one class and is increased as student success would dictate. The transition process is slow and calculated to provide success for both student and transition site.

Parents
This program emphasizes a positive proactive approach with parents. There are frequent communication and meetings with parents. Parents are considered an integral part of the team and are consulted often to help steer student success. Family therapy as well as twice-monthly Family Activity nights and parent support groups characterize the parent and family involvement.

Referral Process
Students are referred by their neighborhood school teams after trying a variety of interventions and the least restrictive environment of the neighborhood is deemed ineffective for the student’s learning and progress. Referrals are sent to the Student Support Service Coordinators and staffed through a central committee made up of coordinators, designated principals and other school team members, including parents. Once a placement is approved, a team-to-team staffing is scheduled by Bancroft with the sending school, where records are shared. A second intake meeting is set with the parents and student with Bancroft staff to complete the mental health and school intake information, enrollment paperwork, IEP, or 504 plans as well as arrange for transportation.