We believe a comfortable environment is a nurturing environment and a nurturing environment is a learning environment. Every room is filled with large windows and bright colors. In every moment lies a learning opportunity, and both Milestones' program and environment are geared toward taking every advantage of each moment large and small.
Individual Academic Levels
Milestones' students often have uneven academic profiles. With our low student to staff ratio, our faculty is able to meet students where they are and appropriately challenge their abilities with a variety of curricula, ranging from advanced to remedial academics.
Learning Skills for Life
Our Transitions Program is designed for students 14-22 years of age and offers an opportunity to prepare for adulthood. Our expert educators and therapists help young adults gain valuable skills, with flexible programming designed to fit our students' individual needs and goals.
Milestones Day School is an approved and accredited private school (Chapter 766) providing a complete education for students by balancing stimulating academics with teaching new and more appropriate therapeutic skills. Our therapeutic curriculum is vast and comprises in-depth lessons and interventions practiced daily for social skills, executive skills, coping/regulation skills, daily living skills, and self-esteem. Every aspect of our program, from the deliberate architecture to the comprehensive curriculum, has been custom designed to support and nurture students while increasing their proficiency at learning and interacting.
Milestones Day Schoolâ€™s Transitions Services are designed for students aged 15-22 to assist with all aspects of transitioning to adulthood.Â The Transitions Program accepts students who progress through our day school as well as students who are currently enrolled in other programs and are looking to gain skills for this next phase of their life.
Our program was carefully developed to ensure students experience a successful transition and to assist with post-graduation goals.
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COMING UP ATÂ MILESTONES…
OPEN HOUSE & TOUR
Wednesday, July 13th 10:00am
10:00amÂ IntroductionÂ to our program
by Head of Admissions, and Head of Clinical Services- Guests will have an opportunity top ask questions
10:45-11:15Tour of our facility
including a peek at our elementary, Middle School, High School, and Post High School programs
We welcome all districts, parents, or interested educators to our event. Â Our speaker series is free of charge and includes lunch for all attendees.
Please RSVP to email@example.com
Behavior and Anxiety
Monday, October 17, 2016
By Jessica Minahan, M.Ed, BCBA
The National Institutes of Health (NIH) reports that one in four thirteen-eighteen year olds in the general population has had an anxiety disorder in their lifetime. Â Students with Autism are at greater risk than their typically developing peers for developing anxiety and anxiety disorders such as phobias, OCD, and social anxiety disorder. Â Without intervention, these children are at risk for poor performance, diminished learning, and social/behavior problems in school. Understanding the role anxiety plays in a studentâ€™s behavior is crucial and using preventive strategies are key to successful intervention. Effective behavior plans for these students must focus on the use of preventive strategies and on explicitly teaching coping skills, self-monitoring, and alternative responses.
As a result of this workshop participants will be able to easily implement preventive tools, strategies, and interventions for reducing anxiety, increasing self-regulation, executive functioning, and self-monitoring.
Bio:Â Jessica Minahan, MEd, BCBA, is a board certified behavior analyst,Â special educator and consultant to schoolâ€™s nationwide (www.jessicaminahan.com). Jessica has over seventeen years of experience supporting students who exhibit challenging behavior in urban public school systems. Â She is a blogger on The Huffington Post, as well as the author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students, with Nancy Rappaport (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).
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