The Academy for Comprehensive Achievement (ACA) is a private school for children with autism and other disabilities. We provide individualized, educational programs based on the principles and methods of Applied Behavior Analysis (ABA).
We employ empirically validated instructional strategies and have a staff ratio of better than 1:1 which enables us to ensure that all programming is individualized and designed to meet the specific needs of each student. Our goal is to ensure that each student maximizes their potential, experiences an improved quality of life, and transitions to adulthood with the skills necessary to be active participants and contributing members within their families and communities.
The Academy for Comprehensive Achievement serves students aged between 3 and 21 years who demonstrate a wide range of academic, social, communication, and daily living skills. For more information on the areas of instruction, our staffing and other program components, please contact us.
Academy for Comprehensive Achievement
Staff to Student Ratio
Our overall staff to student ratio is better than 1:1. A high staff to student ratio is necessary to allow for the various rates students acquire new skills. Being able to provide 1:1 instruction allows each student’s programming to move at a pace that is appropriate for that student and enables staff to make modifications to ensure that students are making desired gains. Additionally, a high staff to student ratio allows for increased ability to provide individualized instruction across environments including school, home and in the community.
The Board Certified Behavior Analyst (BCBA) works directly with each classroom. The BCBA works in conjunction with the Special Education Teacher to develop goals, monitor student progress, create and implement individualized systems of reinforcement, and train classroom teachers.
Special Education Teacher
Each classroom is headed by a Special Education teacher. The teacher works in conjunction with the Behavior Analyst to develop, implement, and monitor student programming and progress. The Special Education teacher trains and works hand in hand with the instructional assistants in their classroom to provide each student with a highly individualized program of instruction that is tailored to each student’s unique needs.
All of our classroom staff work under the direction of the Behavior Analyst and Special Education teacher. They receive on-going training in Autism and Behavior Analysis. They play an integral role in the daily instruction and set up for individual students. They work together with the Behavior Analyst and Special Education teacher and related services personnel to ensure that each student’s program is implemented effectively.
All staff within each classroom rotate across students. Each day, each student will work with several staff members. This helps to ensure generalization of skills and limits the disruption to students’ programming when there are changes in staffing.
In order to maximize the effectiveness of our related services, we employ a consultative model of service provision. Within this model, related service providers collaborate with the educational team in the determination of goals, identification of targets, provision of staff training and translation of targets across activities throughout the school day. The service providers work in conjunction with the Behavior Analyst and Special Education Teacher to design, model, and train classroom staff on the implementation of teaching procedures as well as overseeing the implementation of those techniques as provided by classroom staff. This enables target skills to be imbedded into appropriate tasks across the day as opposed to having those skills only targeted in isolation for a finite period of time. As a result, learning opportunities are maximized and generalization of skills to the natural environment is promoted. It also allows for the integration of various IEP objectives to be targeted simultaneously.
In order to provide a seamless program, we regularly collaborate with private and / or district provided service providers including, but not limited to, Speech Language Pathologists, Occupational Therapists, Physical Therapists, Reading Specialists, Augmentative Communication Experts, Psychologists, and medical experts.
Supported inclusion enables our students to be involved with the general population via participation in school and community events and programs. ACA staff provide individualized support to ensure the experiences are positive and successful for the students.
Staff from ACA who know the student and their programming, accompany the student and offer support, monitor reinforcement systems, and provide pre/post – teaching, create necessary material modifications, and collect data to ensure that the inclusion opportunity is meeting the needs of the student.
The number of hours per day, week, month is flexible and based upon the student’s needs and the schedule of the inclusion location. Generally, the initial time spent in supported inclusion is low and it is gradually and systematically increased in accordance with progress in the location.
Locations are determined based upon the goals of inclusion and the individual student’s needs. It may take place at a school within the student’s home district, a private school, or in community based programs and activities such as summer camps and clubs.
We adhere to the Alaska State Standards within our programming. Those standards allow for each school / district to select their own curriculum materials. Given the wide range of skill sets and deficits our students’ exhibit, we employ a wide range of curriculum and instructional materials as well as a high percentage of teacher created materials that allow for a highly individualized program of instruction.
The specific instructional strategies and delivery methods of the curriculum materials are tailored to meet each student’s unique needs. Teachers make modifications to insure that the instruction is appropriately matched to the student, sufficient practice opportunities are presented, and to increase student engagement via the incorporation of topics of interest to the student. Wherever appropriate and possible, technology is incorporated into programming.
School day for students: Monday - Friday
8:00a - 2:00p (high school students)
8:30a - 2:30p (middle school students)
9:00a - 3:00p (elementary school students)
School Year: 220 school days