Students in the RISE program may present with Autism or similar disabilities with a variety of challenges, including anxiety, social skills, self-awareness, and executive functioning, as well as sensory and emotional regulation. In addition, students’ learning may not be at grade level, and their needs are best met in a smaller class size and/or a co-taught model in addition to academic support blocks. Student performance is monitored closely by maintaining effective communication with teachers, specialists, and families.
Chelsey Wendth, Inclusion Facilitator
Mackenzie (Grant) Rhoades, Inclusion Facilitator
Nicole Motta, Teaching Assistant
Cheryl Salvucci, Teaching Assistant
Alex Strongin, Teaching Assistant