Reaching Independence by Strengthening Emotional Skills (RISE)
(Located in selected elementary/middle school and the high school)
The purpose of the RISE program is to provide a structured environment and inclusion support specifically designed to increase a student’s ability to self-regulate their emotions and behavior and to promote self-advocacy.
The goal of the program is for students to become independent in their use of these strategies so they successfully participate and learn in the general education classroom. The program supports students with significant internalizing and/or externalizing behaviors.
Due to the nature, intensity, duration, and frequency of behaviors, the student's ability to access the general education curriculum and instruction has been greatly impacted. It is the primary barrier to their learning throughout the entire school environment. The needs of students in the RISE program cannot be met without the direct instruction and generalization of specially designed instruction in social-emotional learning throughout the school day and environment. Team members actively collaborate to best support student needs.
Skills Include:
Social/Emotional Instruction
Social skills require direct, intensive, and individualized interventions in the areas of social communication, self-regulation, accountability, and self-advocacy. Instruction and strategies will focus on putting a framework in place to begin teaching the skill and then generalizing the skill across other educational environments. These interventions will focus on supporting the behavior as a form of communication. Students are taught to appropriately communicate wants and needs, how to appropriately respond to expectations, and how to work through the perspective of others.
Executive Functioning
Students require comprehensive, cohesive teaming across the school environment. Skills are worked on collaboratively among all service providers, and instruction occurs on an ongoing basis, including, but not limited to, task initiation, problem-solving, emotional control, impulse control, and self-monitoring.
Academic Instruction
Students may have academic needs that require specially designed instruction focusing on skills in reading, math, and/or written language.
Functional Needs
Students may require instruction in fine motor, gross motor, speech/language, and adaptive (daily living skills, functional academics, etc).