Foundations Program

Foundations Program at Clyde F. Brown Elementary School


The mission of the Foundations Program at Clyde F. Brown Elementary School is to provide individualized, comprehensive education and related services to students with social/emotional disabilities, to enhance educational performance, self-regulation skills, perspective-taking skills and independent functioning. Assisting students in achieving their full potential may prepare them to transition to a less restrictive school setting. This will be accomplished through the use of an evidence-based approach and collaboration among staff, family, students, and the community.

In determining if the Foundations Program at the Clyde F. Brown Elementary School is the appropriate setting for a student with an Individualized Educational Program, the following information has been considered and investigated thoroughly:


Least Restrictive Environment: IDEA requires that all children with disabilities must be educated in the least restrictive environment (LRE) that is appropriate for them. This requirement is to ensure that children are not unnecessarily removed from the regular classroom or isolated from other non-disabled children of their age. LRE decisions are made based on children's learning needs and vary from child to child. IDEA also requires that schools provide a full continuum of services ranging from regular classrooms with support to special classes and special school placements as needed.

Curriculum: Factors that are considered in the decision to place a student in the Foundations Program are the ability to make effective progress within the curriculum and the amount of direct instruction a student requires to meet curriculum standards. Students within this setting require direct instruction that is defined as a comprehensive curriculum, classroom management and teaching system. This includes teaching skills in small sequenced steps, providing immediate feedback, and offering frequent student teacher interaction. For students who are fully integrated into the program, it is designed to be a complete curriculum, rather than a supplement to an existing curriculum and it requires the use of trained staff who work in the classroom.


Pragmatic Skills/Social Skills: Factors that are considered in the decision to place a child in the Foundations Program are communication and social skills. This is defined as students who exhibit physical communication and expressive language difficulties. Students within this setting may require social skills instruction, support of the speech and language pathologist, social adjustment counselor and/or psychologist to learn basic social skills, such as turn taking activities and engaging in reciprocal conversations and behavioral intervention by the BCBA. Additional skills that are addressed in these pragmatic/social skills sessions include: attending to activities, following instructions, responding appropriately to others and increasing independence. 


Self-Regulation: Factors that are considered in the decision to place a child in the Foundations Program are the ability to display consistent self-regulation skills. Self-regulation is defined as involving difficulty with using appropriate behaviors for a given situation. Students that have difficulty in this area may require instructional and environmental accommodations, as well as a thorough data collection program to monitor and reinforce their behavior.


Data-Collection: Students served in the Foundations Program will benefit from the use of data collection and analysis procedures to monitor academic, social and behavioral progress. This will allow the teacher to monitor student progress, as well as adjust interventions and programs based on progress data.


Flexibility and Reintegration: The Foundation Program acts as a flexible learning environment which allows students to reach their individual potential in a variety of areas. Support from this setting (instruction and amount of time) may vary according to student need in the areas of academics, pragmatics and/or behavior throughout the school year. Students may remain in the Foundations program full time throughout the school year. Data collection, staff observation and team collaboration are utilized in determining reintegration into the inclusive regular education setting.




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