LOVELAND HIGH SCHOOL
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Loveland High School

PHILOSOPHY
Loveland High School is an innovative new concept in delivering services to
children of the high school age group who experience learning challenges. It is
the logical outgrowth of Loveland’s currently existing programs (presently
including Loveland Academy’s Community Based Day Treatment and Special
School Programs) and fills a unique need in education and day treatment in
Hawaii.

Loveland High School follows the same mission statement as the other
Loveland programs:

Loveland Academy’s mission is to provide an array of state of the art,
research based, child and family centered, culturally sensitive therapeutic and
educational services targeting the biological, psychological, educational, social
and emotional needs of children.


The overall
goal of Loveland Academy is to integrate the best aspects of
education, with the best practices of therapeutic treatment into a cohesive
package for children who need 1:1 attention in the areas of intensive
behavioral teaching, positive behavior management, direct therapy to increase
cognitive, social, emotional, play and communication skills.

The
program seeks, through a family centered approach, to support
increased global functioning through the development of:  sense of identify
and self, attention skills, social skills, self monitoring, self regulation and
coping strategies that allow adolescents to successfully negotiate age
appropriate natural environments.

Loveland High School concentrates on both academic and career
skills.
It also offers intensive intervention in sensory, motor and
communication areas through direct speech and language therapy,
occupational therapy, and mental health services. Each of these services,
individually and collaboratively, is designed to meet the student’s unique
needs and to assure each student’s success in his/her life and work
experience. An array of different career experiences will be available to each
student at a variety of levels depending on the individual student’s abilities,
interests, and values.

Initial and ongoing evaluations include cognitive, motor, social, and
psychological assessments, following IEP’s, parental, and team input.
Attainable goals and objectives are subsequently established. An
individualized academic program is chosen, and a unique academic curriculum
developed for each child based on his or her unique needs. This curriculum
ties together the individual’s academic needs with real world, hands-on job/life
experience. A therapeutic aide is selected to help the student transition into a
work experience, and the necessary time spent to develop the student’s skills
to make the work experience is viable and successful.

Written materials, videos, oral information, and a variety of other skill building
materials are developed, depending on each student’s unique and individual
needs, to supplement hands-on learning experiences on the Loveland
campus, prior to the student’s participation in community based learning
activities. Evaluations are designed for each learning setting to assure a high
level of goal attainment and success. On-staff occupational therapists, speech-
language pathologists, the Loveland High School mental health staff (including
Loveland’s social worker and the assigned therapeutic aide if needed), and a
special education teacher are assigned to the student’s team and spend
whatever time is necessary working with the student and his or her family to
facilitate the student’s successful entry into a community based work setting.
All experiential and work-place experience is thematically tied to Loveland’s
modified Montessori academic curriculum.