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Sobesky Academy is part of the Jefferson County Public School's Special Education continuum. Sobesky Academy is a program which is designed to meet the intensive emotional, behavioral, and related academic needs of students with identified emotional disabilities. Our trained and experienced professional and paraprofessional staff is invested in promoting growth in these areas through the provision of a therapeutic and educational environment, which is structured, predictable, consistent and supportive.

Sobesky Academy's program emphasizes development of appropriate emotional and behavioral responses to academic, social and life experiences through social skills training, scheduled and crisis counseling, group counseling and a behavioral management system, to externally support behavioral control while cognitive and emotional reactions are restructured through individual educational programs and behavior intervention plans. The main goal is to meet the individual needs of each student. The challenge is to do so in a manner which promotes emotional growth and well being and assists in developing the behaviors and skills necessary for them to be more successful in their reintegration to their home school.

Parental participation is a vital component of Sobesky's program. Through support of the educational and therapeutic program, there is a collaborative effort to ensure a student's success. Case management and coordinated services, along with outside agencies and private practitioners, are an integral part of the delivery of services. When parents and the program staff collectively support students in changing their cognitive, emotional and behavioral responses, significant progress can be made.

A student's stay at Sobesky Academy will generally be a short-term effort to develop a set of skills that will allow the student to be successful in their return to their home school. While it is understood that students and their families may be struggling with a number of significant issues, services provided at day treatment will focus mainly on school functioning. Many students and their families will require ongoing support from within, as well as outside the school system. To assist in the transition back to the home school, a gradual reintegration may start with one or two classes, in order to improve the chances of success. Regular communication and an identified point on contact for the student and the family in the home school are also important. Student-centered transitions, which take into consideration the needs of the receiving school, have been shown to be the most successful type of transition.


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