Education Services

Elevation Ability Services is an approved Colorado Department of Education Facility School and a licensed Colorado Department of Human Services Day Treatment Program. Elevation Ability Services provides behavioral treatment and education for students ages 6-16 years old who have developmental disabilities. The purpose of our School and Day Treatment Center is to provide a highly individualized and structured educational programming with evidence based behavioral supports and interventions.

We are committed to public education and believe every student has the right to quality educational services that meet their individual needs. There are times a student may need a higher level of support that a more restrictive setting can provide. Our goal is to provide that temporary placement so students can make progress academically and behaviorally and eventually transition back to their home school or a lesser restrictive environment. We pride ourselves on collaboration with our families, care-coordination with related services providers, and supporting our students to meet their optimal potential.

Our Model

The Elevation Ability Services Model consists of 4 Elements.

Individualized Educational Programming:

  • Every student has different abilities and needs. We assess each student at the onset of services. Together with the family, district representatives, and other important stakeholders in the student’s life, we develop a unique educational program specific to that student’s needs. This Plan includes:
    • A description of the student’s current performance and skills.
    • Explanation of how the disability affects their progress in general education curriculum.
    • Addresses academics, life, motor, communication, social, and behavioral skills.
    • Includes any other areas of concern affecting the student’s ability to learn.
    • Measurable annual goals with short-term objectives with an explanation of how progress will be monitored and presented to the family.
    • Outlines the specific services as well as duration and frequency.
    • Includes a detailed behavioral treatment plan that includes analysis of behavioral data and hypothesized functions of the behaviors of concern.
    • Includes detailed protocols for responding to the behaviors of concern.
    • Address transition planning for those students where applicable.

Comprehensive Staff Training and Resources:

  • Each staff member is thoroughly trained in Applied Behavior Analysis (ABA). Each staff member is required to complete the Registered Behavior Technician (RBT) 40hour coursework, competency assessments and pass national exam by the Behavior Analysis Certification Board (BACB).
  • Each staff member is Safety-Care Trained. Safety-Care Behavioral Safety Training is a competency-based crisis prevention training program for staff who work with individuals who have the potential for aggressive behavior.
  • Each staff has First-Aid/CPR certification.
  • Each staff receives a minimum of one hour of direct supervision from Board Certified Behavior Analyst (BCBA) for every 10 hours they work with a student.
  • Each staff inputs academic and behavioral data throughout the school day into an online data collections system that parents/guardians have access to in real time.
  • Each staff is trained thoroughly on academic and intervention programs for each specific student.
  • Each staff has access to multiple databases that provide templates for visual supports, social stories, empirically supported reading programs, etc.
  • Each staff member has an annual professional development allowance where they can seek out areas of personal interest related to the field.
  • Each staff member participates in quarterly all staff trainings to further advance their skill set and build the foundation of our team.

Intensive Intervention:

  • We use the principles of behavior analysis to increase positive and useful behaviors such as communication, life skills, and learning. Intensive intervention is also used to decrease unwanted behaviors such as tantrums, aggression, and self-injury. The student’s intervention program is customized for each student’s skill level. A certified behavioral therapist works with the student and family to address specific behaviors that are carefully defined in observable terms, measured, and recorded to track the student’s development in learning, communication, self-care, and social competence. More complex tasks are broken down into easy to achieve units of behavior as the student develops skills.

Culture of Acceptance and Collaboration:

  • Elevation cultivates a community of acceptance and collaboration. Although our program is specific to students with developmental disabilities, we are accepting of each students’ and their family’s unique history, abilities, and needs. We work directly with the family to transition the student into and out of services in a customized fashion that maximizes the student’s success. Collaborating with district personnel, care-givers, and private therapists is crucial for the comprehensive success of the student transitioning to a lesser restrictive environment.

Our Process

  1. Family or District reaches out to Elevation to discuss student needs.
  2. Elevation Clinical Team Member observes student in current placement (if applicable and available).
  3. Elevation reviews current IEP, assessments, and behavior plans.
  4. Family (caregiver/guardian) tours our school with student and discusses needs and concerns with Clinical and Education Team Member(s).
  5. Elevation, Family, and District determine if Elevation is best placement/fit for student.
  6. Elevation contracts with School District for specific student.
  7. Family/Guardian completes intake packet (Intake Form, Release of Information, Student Releases, submits Well Check/Physical, Immunizations to date, and educational or therapeutic reports).
  8. Transition IEP meeting is held.
  9. Student begins school at Elevation.
  10. Elevation performs assessments that includes family interview, observations, formal academic assessments, adaptive behavior assessment, and intellectual assessments (if appropriate).
  11. Meeting is held to develop IEP and behavioral plan with Elevation team, family, district representatives, and other pertinent players.
  12. IEP is implemented.

Our Curriculum

Elevation Ability Services offers the required Colorado Academic Standards-aligned curriculum for Reading, Writing, and Communicating (English Language Arts), Mathematics, and Science to assist our students in transitioning back to public schools.  All instruction is aligned to the Colorado academic standards, the alternative standards, and/or extended evidence outcomes, and the approved facility school curriculum guides. If a student’s IEP identifies Extended Evidence Outcomes, they are used. The curriculum guides and Safety Net guides help to inform instruction and coursework and provide a scope and sequence for all the different ages, grade levels and ability levels represented in our classes.

See https://www.cde.state.co.us/facilityschools/curriculum for more information. We also embed strategies and research-based curricula to better scaffold instruction for our students and to fill in any academic gaps.

Elevation Ability Services also works with the school district to ensure similar if not the same resources are being used by the student. We will provide pre-vocational, community-based instruction, and opportunities for community social skills. These excursions will fall under the elective classes and daily living skills.

Curriculum Resources:

Assistive Technology Resources:

Our Schedule

Our School Calendar

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