P.R.I.D.E (Middle School)

Promoting, Respect, Integrity, Discipline, and Excellence

Baltimore City Schools has programs for students identified as emotionally disturbed and who need intense behavioral supports and therapy in order to be successful in their Least Restrictive Environment (LRE). Classes have a pupil/staff ratio of 10/2 with behavioral supports provided by a classroom teacher, social worker, psychologist and other assigned staff. Each program provides the appropriate therapy, instruction and behavioral supports necessary to meet each student’s individual needs.

The staff assigned to work with our ED programs assists school-based administration in opening, organizing, and maintaining effective programs. Ongoing support is provided through site visits and training sessions.

PROGRAM OVERVIEW

BCPSS has programs for students identified as emotionally disturbed and who need intense behavioral supports in their Least Restrictive Environment (LRE). Classes havec a pupil/staff ratio of 10/2 with behavioral supports provided by a classroom teacher, social worker, psychologist and other assigned staff. Each program provides the appropriate therapy, instruction and behavioral supports necessary to meet each student’s individual needs.

The staff assigned to work with our ED Programs assists school-based administration in opening, organizing and maintaining effective programs. On-going support is provided through site visits and training sessions.

MISSION STATEMENT

Our Mission is to prepare students to be responsible citizens by providing a safe, enriching and therapeutic setting which allows them to grow academically, emotionally and socially in their Least Restrictive Environment.

THERAPY

  • individual and group therapy
  • class goals setting meeting
  • counseling
  • social work & psychological services
  • other related services, as appropriate
  • art therapy & consulting psychiatrist (available in specific programs only)

BEHAVIORAL SUPPORT

  • point & level systems
  • positive incentives
  • social skills training
  • crisis intervention
  • hierarchy of consequences
  • individualized behavioral intervention plan
  • program support teacher
  • paraprofessional support

INSTRUCTION

  • implementation of IEPs
  • usage of appropriate grade level content standards
  • access to general education curriculum
  • on-going assessments
  • address individual student needs
  • use of varied instructional strategies
  • use of appropriate learning modalities

LEAST RESTRICTIVE ENVIRONMENT

  • participate in general school activities
  • participation in resource and elective classes
  • inclusion activities between special & general education teachers
  • planning for support in general education classes, as appropriate
  • school-wide awareness training by ED program staff

STAFF TRAINING

  • staff training during the school year
  • summer training
  • development of program manuals
  • clinical support training
  • on-site program support

TOTAL QUALITY MANAGEMENT

  • weekly staff treatment team meetings
  • in-take meeting for new students
  • attendance at IEP Team meetings
  • implementation of all classroom expectations
  • consistent communication with support from administration
  • regular program visit by OSEIS staff
  • on-going communication with parents/guardians