LITTLE KESWICK EDUCATION CORPORATION
500 LITTLE KESWICK LANE, KESWICK, VA 22947 www.littlekeswickschool.net

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Organizations Filed Purposes: LITTLE KESWICK SCHOOL'S PHILOSOPHY OF EDUCATION ENCOMPASSES BOTH ACADEMIC AND SOCIAL/EMOTIONAL GROWTH FOR EACH INDIVIDUAL STUDENT THE SCHOOL RECOGNIZES THAT EACH CHILD HAS HIS OWN INDIVIDUAL CAPABILITIES AND STRUCTURES A CHILD'S ENVIRONMENT SO THAT HE MAY ACHIEVE HIS POTENTIAL GROWTH THROUGH THE DEVELOPMENT OF A POSITIVE SELF-CONCEPT THE SCHOOL EMPHASIZES SELF-RESPECT AND RESPECT FOR OTHERS A POSITIVE ATTITUDE TOWARD LEARNING IS ENCOURAGED AND SOCIAL SKILLS TRAINING IS EMPHASIZED THE SCHOOL ENCOURAGES FAMILY INVOLVEMENT SO THAT A STUDENT WILL CARRY OVER POSITIVE BEHAVIORS TO HIS HOME AND COMMUNITY THE SCHOOL IS COMMITTED TO STRUCTURE, NURTURANCE, AND ENCOURAGING THE DEVELOPMENT OF RESPONSIBLE, HONORABLE BEHAVIOR.

LITTLE KESWICK SCHOOL OPERATES AS A NOT-FOR-PROFIT 501 (C) (3) PRIVATE THERAPEUTIC, SPECIAL-EDUCATION BOARDING SCHOOL FOR BOYS THE SCHOOL FOSTERS NURTURING RELATIONSHIPS, INTENSIVE CLINICAL INTERVENTIONS, AND AN INDIVIDUALIZED EDUCATION FOR 32 BOYS IN A HIGHLY STRUCTURED AND SAFE ENVIRONMENT BOYS BETWEEN THE AGES OF NINE AND 18 YEARS OF AGE ARE SERVED WHO HAVE A COMPLEX SET OF SOCIAL, EMOTIONAL, COGNITIVE AND BEHAVIORAL CHALLENGES THE MOST COMMON DISORDERS ARE ANXIETY DISORDERS, MOOD DISORDERS, PROCESSING DEFICITS, SOCIAL FUNCTIONING DIFFICULTIES, ORGANIZATION AND ATTENTION DEFICITS, DEVELOPMENTAL CHALLENGES AND LEARNING ISSUES STUDENTS TYPICALLY HAVE AVERAGE TO SUPERIOR INTELLIGENCE THE SCHOOL DOES NOT SERVE BOYS WITH DRUG AND ALCOHOL INVOLVEMENT, SOCIAL MALADJUSTMENT, OR CONDUCT DISORDERS THE SCHOOL'S PHILOSOPHY SUPPORTS BOTH ACADEMIC AND SOCIAL/EMOTIONAL GROWTH FOR STUDENTS AND THEIR FAMILIES BY PROVIDING SPECIALIZED PROGRAM COMPONENTS IN ACADEMIC, CLINICAL, AND RESIDENTIAL SERVICES

CLINICAL-------- THE CLINICAL TEAM CONSISTS OF TWO PHD PSYCHOLOGISTS, A LICENSED CLINICAL SOCIAL WORKER, AND A CONSUL TING CHILD AND ADOLESCENT PSYCHIATRIST THE PROGRAM IMPLEMENTS A RELATIONSHIP-BASED MODEL AND SPECIFIC INTERVENTIONS BASED UPON A COMPREHENSIVE UNDERSTANDING OF THE UNDERLYING PSYCHOLOGICAL PROCESSES FOR EACH STUDENT THERAPISTS PROVIDE INDIVIDUAL, FAMILY AND GROUP THERAPY THROUGHOUT THE YEAR CHANGE OCCURS THROUGH IMMERSION IN A HIGHLY STRUCTURED AND PREDICTABLE ENVIRONMENT CATERED TO INDIVIDUAL AND GROUP NEEDS LKS USES A BROAD CLINICAL/DEVELOPMENTAL MODEL THAT ADDRESSES ALL AREAS OF INDIVIDUAL RELATIONAL AND SOCIAL FUNCTIONING USING CAREFULLY ENGINEERED TASK DEMANDS AND CONTEXTUAL SUPPORT ENSURES SUCCESS THAT FOLLOWS THE OBJECTIVES DEFINED THROUGH THE SOCIAL EMOTIONAL CURRICULUM SPECIALIZED PROGRAM COMPONENTS INCLUDE SPEECH AND LANGUAGE THERAPY (SOCIAL COMMUNICATION), OCCUPATIONAL THERAPY, ART THERAPY, AND ANIMAL ASSISTED THERAPY. RESIDENTIAL---------- LITTLE KESWICK SCHOOL HAS FOUR DORMITORIES WITH SINGLE AND DOUBLE ROOM OCCUPANCY AND AN INDEPENDENT LIVING PROGRAM STUDENT LIFE OUTSIDE OF THE CLASSROOM CONSISTS OF SMALL GROUPS THAT ALLOW FOR SOCIAL AND LIFE-SKILLS LEARNING AND PRACTICE RESIDENTIAL COUNSELORS AND A IDES USE A VARIETY OF ACTIVITIES TO SUPPORT STUDENTS IN THEIR SKILL DEVELOPMENT IN THE FOUR AREAS OF THE SOCIAL/EMOTIONAL CURRICULUM EXECUTIVE FUNCTIONING (THINKING AND PROCESSING), INTERPERSONAL COLLABORATION, COMPETENCE IN DAILY TASKS AND INTERACTIONS, AND SOCIAL AND RELATIONSHIP SKILLS A VARIETY OF ACTIVITIES AND CLUBS ARE OFFERED SUCH AS BOY SCOUTS, HIKING, CANOEING, FISHING, COOKING, MOUNTAIN BIKING, ROCK CLIMBING, GARDENING, AND STEM PROJECTS WEEKEND OFF CAMPUS ACTIVITIES INCLUDE TRIPS TO SPORTING EVENTS, AREA HISTORICAL, CULTURAL, AND NATURAL ATTRACTIONS STUDENTS LEARN THE IMPORTANCE OF BEING A PART OF A GREATER COMMUNITY IN PROVIDING SERVICE THROUGH THE ADOPT-A-HIGHWAY PROGRAM, HABITAT FOR HUMANITY, THE SPCA, AREAS FOOD BANKS, TOYS FOR TOTS, AND THE AUDUBON SANCTUARY PROGRAM. ACADEMIC -------- LITTLE KESWICK SCHOOL SETS A HIGH STANDARD OF ACADEMICS WHILE MAINTAINING A BALANCE WITH THERAPY AND SOCIAL DEVELOPMENT FOR EACH STUDENT A MULTL- DISCIPLINARY APPROACH IS USED TO TREAT THE WHOLE CHILD, EMPHASIZING COGNITIVE, SOCIAL, EMOTIONAL, ARTISTIC, AND ATHLETIC ATTRIBUTES TO DEVELOP EACH CHILD'S UNIQUE SENSE OF SELF IN ADDITION TO ACHIEVEMENT AS MEASURED BY STANDARD ASSESSMENTS, STUDENTS LEARN TO BE LIFE-LONG LEARNERS COURSE OFFERINGS CLASSES ARE IN ENGLISH (LANGUAGE ARTS/READING), MATHEMATICS, SCIENCE, SOCIAL STUDIES, INDIVIDUALIZED ENRICHMENT/REMEDIATION, AND PHYSICAL EDUCATION SELF-CONTAINED CLASSROOMS WITH NO MORE THAN EIGHT STUDENTS ALLOW STUDENTS WITH ATTENTION AND BEHAVIOR PROBLEMS TO EXPERIENCE GREATER SUCCESS EXTRACURRICULAR CLASSES INCLUDE ARTS AND CRAFTS, WOODSHOP, AND HORSEBACK RIDING CLASSES ARE TAUGHT BY LICENSED VIRGINIA TEACHERS WHO HAVE ENDORSEMENTS IN THE AREAS OF EMOTIONAL DISTURBANCE, LEARNING DISABILITIES, AND/OR CURRICULUM CONTENT AREAS AN ACADEMIC AIDE IN EACH CLASSROOM PROVIDES EVEN LOWER STUDENT TO STAFF RATIOS AND ALLOWS FOR A WIDER VARIETY OF DIFFERENTIATION AND INDIVIDUALIZED ATTENTION HIGH SCHOOL CREDITS MAY BE ACHIEVED BY COMPLETING THE PRESCRIBED CURRICULUM AND TIME LIMITS SET BY THE STATE (STANDARDS OF ACCREDITATION) VIRGINIA ASSOCIATION OF INDEPENDENT SPECIALIZED FACILITIES (VAISEF) IS THE SCHOOL'S ACCREDITING BODY CLASSES ARE DESIGNED TO MEET THE TIME REQUIREMENT AND THE VIRGINIA STANDARDS OF LEARNING CURRICULUM THE VIRGINIA DEPARTMENT OF EDUCATION'S REQUIREMENTS ARE UPHELD AND THE SCHOOL WORKS WITH STUDENTS' HOME SCHOOL DISTRICTS WHEN TRANSITIONING. SCHOOL SPEECH-LANGUAGE PATHOLOGY (SOCIAL-COGNITIVE COMMUNICATION) -----------THE SPEECH-LANGUAGE PATHOLOGY PROGRAM AT LITTLE KESWICK SCHOOL PROVIDES STUDENTS WITH SERVICES IN THE AREAS OF SPEECH PRODUCTION/ARTICULATION, LANGUAGE, LITERACY, SOCIAL- COGNITIVE COMMUNICATION, COGNITION, VOICE, FEEDING, FLUENCY, AND AUDITORY HABILITATION THESE SERVICES ARE PROVIDED IN PULL-OUT AND PUSH-IN DELIVERY FORMATS TO FOSTER BOTH DEVELOPMENT AND GENERALIZATION OF THE AFOREMENTIONED COMPETENCIES THE PROGRAM ADDR ESSES THE UNDERLYING SOCIAL, COGNITIVE, AND LANGUAGE-BASED PROCESSES INVOLVED IN SUCCESSFUL COMMUNICATION AND SELF- MANAGEMENT WHICH ARE CENTRAL TO THE ACADEMIC, RELATIONAL, AND INDIVIDUAL WELL-BEING OF OUR STUDENTS THE SPEECH-LANGUAGE PATHOLOGIST WORKS CLOSELY WITH STAFF TO ENSURE THAT THESE SERVICES ARE INTEGRATED THROUGHOUT THE PROGRAM AS SPECIFIED ON EACH STUDENT'S INDIVIDUALIZED SERVICE PLAN (IEP/ISP)WHILE MANY CHILDREN DEVELOP SOCIAL-COGNITIVE COMMUNICATION SKILLS THROUGH NATURAL MATURATION, OTHERS REQUIRE DIRECT INSTRUCTION AND SCAFFOLDED TRAINING TO ACQUIRE EFFECTIVE SOCIAL LANGUAGE SKILLS AT LITTLE KESWICK SCHOOL, WE FOCUS ON EXECUTIVE FUNCTIONING AND SOCIAL-COGNITIVE COMMUNICATION PERTINENT TO SUCCESS IN ANY SETTING THROUGH DIRECT INSTRUCTION, AUDITORY AND VISUAL REVIEW, ROLE-PLAYING, REHEARSAL, OBSERVATION, AND DISCUSSION, STUDENTS LEARN HOW AND WHY THESE SKILLS CAN IMPROVE INTERPERSONAL RELATIONSHIPS, ALONG WITH ACADEMIC AND RESIDENTIAL SUCCESS AT LITTLE KESWICK SCHOOL, WE OFFER A VARIETY OF SERVICE DELIVERY MODELS TO MEET THE NEEDS OF OUR STUDENTS COMPREHENSIVE ASSESSMENT AND EVALUATION USE OF STANDARDIZED AND NON-STANDARDIZED MEASURES TO CREATE A COMPREHENSIVE PROFILE OF A STUDENT'S ABILITIES AS DEFINED UNDER THE SCOPE OF PRACTICE OF A SPEECH-LANGUAGE PATHOLOGIST, INCLUDING ASPECTS OF SPEECH, EXPRESSIVE AND RECEPTIVE LANGUAGE, SOCIAL-COGNITIVE COMMUNICATION, AND FEEDING/SWALLOWING INDIVIDUAL A VARIETY OF STUDENT SPECIFIC GOALS ARE ADDRESSED IN A 1 TO 1 SETTING INTEGRATED GROUP CONTEXTUAL TREATMENT IS PROVIDED TO FACILITATE GENERALIZATION OR CARRYOVER OF SKILLS THROUGH COLLABORATION OF THE SPEECH-LANGUAGE PATHOLOGIST AND STAFF WITHIN THE CLASSROOM AND RESIDENTIAL SETTINGS SMALL GROUP SOCIAL-COGNITIVE COMMUNICATION AND EXECUTIVE FUNCTIONING SKILLS ARE TARGETED IN A SMALL GROUP SETTING, ADDRESSING BOTH INDIVIDUAL AND COLLECTIVE GOALS CONVERSATION CAFE/FEEDING GROUP MEAL MANNERS, SENSORY FEEDING ISSUES, AND CONVERSATIONAL/GROUP SKILLS ARE TARGETED IN AS MALL GROUP SETTING DURING MEALS. OCCUPATIONAL THERAPY------- OCCUPATIONAL THERAPY AT LITTLE KESWICK SCHOOL PROMOTES "SKILLS FOR THE JOB OF LIVING" SENSORY INTEGRATION AND A VARIETY OF OT TECHNIQUES ARE USED TO PROMOTE AN ADEQUATE NEUROLOGICAL FOUNDATION FOR THE DEVELOPMENT OF ESSENTIAL SKILLS STUDENTS THAT BENEFIT FROM OT ARE THOSE WITH DEVELOPMENTAL DISABILITIES, LEARNING DISABILITIES, ADHD, SENSORY PROCESSING DISORDERS, DYSGRAPHIA, SENSORY DEFENSIVENESS, TOURETTE'S SYNDROME, AFFECTIVE DISORDERS, OCD, AND OTHERS THE OCCUPATIONAL THERAPY PROGRAM AT LITTLE KESWICK SCHOOL CONSISTS OF A COMBINATION OF THE MODALITIES LISTED BELOW, DEPENDING ON THE INDIVIDUAL NEEDS OF EACH STUDENT INDIVIDUAL OCCUPATIONAL THERAPY IS DONE ON AN INDIVIDUAL BASIS ONE OR TWO TIMES A WEEK TO ADDRESS SPECIFIC COORDINATION, SENSORY, AND EMOTIONAL NEEDS AS THEY RELATE TO SELF-REGULATION, EXECUTIVE FUNCTIONING, FINE MOTOR SKILLS, AND VISUAL MOTOR SKILLS USED FOR HANDWRITING GROUP STRESS MANAGEMENT/ RELAXATION CLASS IS PROVIDED ONE TIME A WEEK FOR ALL OF THE STUDENTS IN EACH CLASS METHODS ARE TAUGHT AND PRACTICED TO HELP MANAGE STRESS AND ANXIETY ON A DAILY BASIS IN A VARIETY OF SETTINGS INTEGRATED OCCUPATIONAL THERAPY SERVICES CONSISTS OF ONGOING INTENSIVE REVIEW, CONSULTATION, AND INTERVENTION FOR OT GOALS AND OBJECTIVES RELEVANT DATA FROM PERFORMANCE IN ALL AREAS OF THE PROGRAM ARE REVIEWED WEEKLY BY THE LICENSED OTR, AND PERSONALIZED INTERVENTION PLANS ARE DEVISED WITH ACADEMIC AND MILIEU STAFF MEMBERS EXERCISES ARE PRESCRIBED AND SCRIPTS ARE PROVIDED TO STAFF FOR PERSONALIZED INTERACTIONS.

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