Emotional Disabilities Program

  • Phoenix Odyssey Program

    The Phoenix Odyssey Program serves students with emotional disabilities, K-12, who require special education services in a highly structured academic setting with intensive social, emotional, behavioral, and mental health support.  The Phoenix Odyssey Program aims to provide an inclusive, structured environment for our students to learn the pro-social skills necessary to reintegrate into their home schools within Frederick County Public Schools, Winchester City Public Schools, and Clarke County Public Schools.   

    Children can be taught to manage their behavior and learn new solutions for living in the family, school, and community. The educational programming that the students get in the Phoenix Odyssey Program provides these skills and is tailored to the unique needs of each student. Core academic instruction is specially designed to emphasize literacy remediation, social skills, and group processes.  Teachers provide instruction aligned with real-world work experiences to prepare our students to transition to adulthood. 

    The Phoenix Odyssey Program offers:

    • Small Class Size - Student-to-staff ratio of 4 to 1. Classroom sizes do not exceed 8 students.  
    • Social Skills - Students receive instruction explicitly taught throughout the day using a prescriptive social skills curriculum. The school utilizes Positive Action© as the core curriculum, which is based on the philosophy that "our thoughts lead to actions, and those actions lead to feelings about ourselves, which in turn lead to more thoughts" (Positive Action, 1998-2023).
    • Intensive Support - Classroom teams include licensed special education teachers and trained instructional assistants. Additional support is provided by Speech and Language Pathologists, a Board-Certified Behavior Analyst (BCBA), registered behavior technicians (RBTs), occupational therapists, a school psychologist, a music therapist, a school counselor, a school social worker, and assistive technology professionals.
    • Family Engagement - Our families' partnerships and community outreach foster the environment necessary for our students to learn and grow.  Our teachers communicate collaboratively with families and appropriate community agencies while linking them to available resources.
    • Progress Monitoring - The classroom team uses prescriptive assessments to develop an Individualized Educational Program (IEP) for each student. Instructional decisions are based on data that is reviewed every 4.5 weeks. Student achievement is reported to families every 4.5 to 9 weeks. Students participate in state assessments (Standards of Learning Tests) as appropriate.

    The teachers in this program provide instruction based on state standards and critical life skills. Classroom staff are trained in Safety Care Crisis Prevention and ManagementⓇ, Positive Action Social Skills CurriculumⓇ, and basic Applied Behavior Analysis (ABA) competencies.  Our staff is committed to fostering a safe, positive approach to teaching and student interactions.  The program’s behavior interventions are designed to teach desirable behaviors and reduce problematic behaviors. Our board-certified behavior analyst supports our classroom staff and students in designing, implementing, and monitoring behavior programs.

    Daily Behavior Tracking and Level System to monitor students and reinforce progress.

    Tiered Level of Support

    In our program, we recognize the need for our students to have additional support for students with intensive behavioral needs.