Progress Park

Program Handbook and Code of Conduct

The referral request must come from the student’s local school district.

Progress Park's high staff to student ratio includes classroom teachers, teaching assistants, a behavior specialist and a school social worker, allowing staff to analyze, plan for, implement, and monitor behavior improvement plans for maximum student success. In addition, Progress Park provides speech therapy, occupational therapy, and physical therapy as appropriate and necessary. Our students participate in Art and PE classes as scheduled throughout each week.

A highly structured team approach is in place to address and support students learning and emotional needs, behavioral management, and other issues as necessary and appropriate. Our approach is based upon the internationally accepted tenets of Positive Behavior Intervention Supports (PBIS), a set of beliefs and methods designed to protect student dignity, promote respect and document and encourage progress.

As of the 2016-17 School Year, Progress Park is officially a “Separate Educational Entity” (SEE). This means that each student remains a local district student and Progress Park is a service provider, not a district.  All credits earned by a student are recommended by the school staff to the local district in which the student belongs while attending Progress Park. Credits may only be granted by the local district based upon the local district board-approved standards. Progress Park does not graduate students or issue diplomas.  Local districts provide diplomas when the necessary credits have been attained. Progress Park staff remain in contact with local districts regarding the students who are served at Progress Park on topics such as progress, transition planning, and other activities.