Milestones has two school programs for students ages 3-21. This page will provide general information about our school programs as well as detailed information about each campus. Click on the expandable links below to learn more.
We adhere to the Connecticut State Standards for all of 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 curricula 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 ensure that the instruction is appropriately matched to student, sufficient practice opportunities are presented, and student engagement is increased by incorporating topics of interest to the student. Wherever appropriate and possible, technology is incorporated into programming.
Areas of Instruction
Supported inclusion enables our students to be involved with the general population via participation in school and community events and programs. Milestones staff provide individualized support to ensure that experiences are positive and successful for the students. Staff from Milestones who know the student and their programming accompany the student and offer support during the inclusion process. They also monitor reinforcement systems, 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 inclusion hours per day, week, or 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.
In order to achieve our goal of generating socially significant outcomes for our students and their families, it is vital that the family play a role in identifying areas of need. For example, a student might experience difficulty going to the grocery store, the movies, restaurants, etc. This may limit the family’s ability to participate in and enjoy those events. It is critical that families help us identify these areas of need so that we can target the necessary skills to participate in these activities.
Parent Training/Home Programming
Milestones provides school-based, community-based, and home-based parent training sessions that are individualized based on the student and family’s needs. Milestones staff will model program implementation, explain the programming to parents, and have the parent or caregiver put the programming into action with staff support. Depending on the specifics of the program, the training may be done in one day or may be done across a series of training sessions.
A parent or caregiver comes into the school and receives training from Milestones staff on implementation of specific programs and/or reinforcement systems.
Milestones staff, a parent/caregiver, and the student go into the community location where the targeted skills will be worked on.
Milestones staff go to the student’s home to conduct observations and develop programming or reinforcement systems that are specific to situations that may only be faced in the home environment. Home-based training is available once per month.
Parents, caregivers, and other service providers can schedule times to come into school and observe student programming.
Full program reviews involve meeting with the special education teacher and/or Behavior Analyst to review student progress on current programs. Program materials and data are reviewed. It is a chance for the team and the family to touch base and have an in-depth look at programming.
The Wolf Harbor Campus is our main campus, located on Wolf Harbor Road in Milford, CT. This campus serves students ages 3-21 who demonstrate a wide range of academic, social, communication, and daily living skills. We aim to create appropriate peer and social groups for each student by placing students who exhibit similar levels of social functioning and communication in classrooms together. Our Wolf Harbor staff will collaborate with any outside consultants working with our students to make sure they have seamless, consistent experiences both in and out of school.
Our overall classroom staff to student ratio is better than 1:1. A high staff-to-student ratio is necessary to allow for the various rates at which 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 at school, home, and in the community. For more details on the classroom staffing, please visit our Staffing Page.
At this site, we serve students ages 3-21 across the spectrum who demonstrate moderate to high functioning skills on the autism spectrum and related disabilities. While chronological age and intellectual ability factor into placement decisions, social skills and level of communication are given a very high priority, enabling us to create appropriate peer and social groupings for all of our students. Students who are at the higher end of the spectrum with regard to conversational and social skills are the best fit for this campus.
Academics are individualized to meet students’ needs whether they are at, below, or above grade level, and as with all of our school programs, community access and vocational training opportunities are available. Additionally, we house a transition classroom for students who demonstrate readiness to move back to a general education environment; inclusion in general education settings with Milestones staff support can be a part of these students’ educational programs.
Like our Wolf Harbor campus, our overall classroom staff to student ratio is better than 1:1. A high staff-to-student ratio is necessary to allow for the various rates at which 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 at school, home, and in the community. For more details on the classroom staffing, please visit our Staffing Page.
In addition to the school program, this campus houses our administrative, finance, and development offices, and serves as a home for our Early Intervention program, Consultative Services, Advanced Intervention program, and Evaluation & Planning center.
115 Wolf Harbor Road is located next door to our main Wolf Harbor Campus. This home provides residential placement for up to 3 individuals that currently attend/participate in any one of our other Milestones programs. It is operated in partnership with Marrakech, Inc. in collaboration with our Behavior Analytic and Special Education personnel. Students attending school in at our Wolf Harbor Campus walk across the lawn to and from school. Marrakech and Milestones will collaborate to open new residential programs as they are needed.