A Tiered System

The tier system is meant as a structure but is not meant to be rigid. The student's needs come first. The goal is to move the student back into the traditional school; however, we realize that, due to the nature of some problems and the timing of our intervention, some students will not be able to return to the regular school system. A High School program can be offered for those students. All time frames are intended as ideals; for some, they may not be realistic and must remain flexible. The tier system orders priorities. Students can enter services at the appropriate tier for them. Higher tiers could be offered at multiple satellite locations in local traditional schools 

First tier: 1-2 weeks 

Getting the crisis under control. The goal at this level is to meet the emotional and clinical needs. If needed, the child is separated from others in a low-stimulus room.   Residential care may be offered (if on-site opportunities are available). Daily counseling and relationship-building can lead to medical and educational testing.  Medication and nutritional supplements are started.  An adult mentor moves the child through his day. Educational needs are addressed only in relationship-building activities. Regulatory needs are met, and skills are taught. The Reggio Emilia approach to education is introduced as an interesting activity that fills in extra time between the higher priorities of health. Interesting activities are introduced to the child. 

Adult-to-child ratio 1:1, or 2:1 if needed.

Second tier: 3 months to 1 year

The Reggio Emilia approach is used to switch the child's paradigm back to an attitude of enthusiastic approach. Educational therapies and testing, such as occupational, vision, brain exercises, speech therapy, etc., are started at an appropriate pace to avoid resistance. The child can participate in special interest activities as interest grows. There is a continued emphasis on regulation 

Adult-to-child ratio 1:4 

Third tier: 1-2 years 

More thorough educational testing can continue. Targeted intervention can be started. The student can be introduced to a classroom situation with a scope and sequence (one or more classes).  As the Regio Emilia model continues, the student can participate in elective classes of interest. Classes are formed based on interest. Science lab, community garden, home economics, animal therapy, and sports are offered if they have not already started. Of necessity, the classes are multi-aged as appropriate. High school students work for credits online if able. Counseling and group therapy continue. Service learning is introduced. 

Adult-to-child ratio: 1:15 

Fourth tier: 

The child’s day is more traditional, with ability grouping and classes that follow a scope and sequence. Of necessity, the classes are multi-aged, but they become more differentiated by ability. If in high school, students can receive credit for classes. Students can also work online for credit. Counseling and health services continue as needed. Students become mentors in group therapy and on campus as they are ready. Service learning is incorporated. Sports are encouraged. 

Adult-to-child ratio: 1:20 

Fifth tier: 

Students are dual-enrolled and continue to receive the necessary services at the therapeutic school. Mentoring and service learning continue as time allows. Sports and extracurricular activities are encouraged at traditional schools. If needed, training is provided to local schools to keep them up to date on the child's needs and trauma-informed practices. 

Sixth tier: ongoing

Students are enrolled full-time in traditional school and return for counseling and other services once a month and as needed.  Service learning is continued. Trauma-informed instruction and support are offered to the traditional school.