The Hope School
Serving Pre-K - 12
ABOUT THE PROGRAM
Trust in Another,
Trust in Oneself
Learning and socio-emotional growth cannot occur without rapport, trust, and unconditional positive regard—the cornerstones of the Hope School’s framework and approach.
"Being known. It is only in being truly known that we are then able to be a conduit of love for another."
– Dr. Kurt Thompson, Anatomy of the Soul
The IWBMC™ & Hope School Program Components
Emotional-Behavioral-Relational Approach
- Address maladaptive behaviors through a non-traditional approach using proactive and reactive strategies within safe and loving environments
- Address root difficulties associated with sensory-processing challenges while building self-regulation abilities
- Use socio-emotional readiness to determine the appropriate level for the client with specific strategies and tools, facilitated through our relationship-oriented model
Whole-Brain Learning Style
- Address barriers to learning by assessing dominance profiles, early reflex integration, processing abilities, and physiological truths
- Employ individualized support strategies to increase academic success
- The IWBMC™’s Independence Life Cycle (ILC) includes four areas of the life cycle model – Home Life, Community Enrichment, Vocational Training, and Educational Planning – working to build independence within each area
Brain-Based Principles
- Build from the foundation up, acknowledging internal central nervous system organization deeply impacts external levels of functioning
- Incorporate frequent opportunities for cross-lateral movement to build interhemispheric communication in the brain
- Use of the appropriate frequency, intensity, and duration for all therapeutic activities, capitalizing on the brain’s ability to change
Trauma-Support Model
- Provide environments that allow for safety, choice, collaboration, trustworthiness, and empowerment
- Use a whole-brain, whole-person approach to trauma, acknowledging the brain must change to counteract the destructive effects of trauma
- Address maladaptive and externalized control-seeking tendencies used to alleviate anxiety and discord, replacing these tendencies with supported introspection and positive coping skills
Who The Hope School Serves
- Learning Differences
- Attention-Deficit/Hyperactivity Disorder (ADHD)
- Dyscalculia
- Dysgraphia
- Dyslexia
- Mood Disorders
- Anxiety/Depression
- Bipolar Disorder
- Disruptive Mood Dysregulation Disorder (DMDD)
- Disruptive Behavioral Disorders
- Oppositional Defiant Disorder (ODD)
- Conduct Disorder (CD)
- Reactive Attachment Disorder (RAD)
- Trauma-Related Disorders
- Autism Spectrum Disorder (Levels 1 & 2)
- Sensory Processing Disorder
Hope School Program Areas of Focus
Jacob’s Ladder welcomes clients transitioning from various educational settings to the Hope School Program as an ideal environment for successful learning and growth. Within the Hope School, all therapies and programming are implemented in low ratio (1:1 – 6:1), supportive, and nurturing environments with highly skilled and specially trained providers. Each Hope School client has multiple opportunities for positive peer-to-peer interactions throughout their school day. They can participate in group learning with placements determined by age, appropriateness, and ability. Placements also reflect each client’s highest challenge point in all academic subjects, optimizing the client’s learning abilities.
Individualized Care Approach
- Address each client’s distinctive learning style through specific academic assessments and a whole-brain approach to education
- Individualized academic curriculum with 1:1 pull-outs and small group opportunities leading to graduation
- Neurodevelopmental assessment and annual re-evaluations focused on tactility, auditory, visual, manual, language, mobility, and emotional-behavioral-relational goals
- Individual program design targeting the neurobiological framework for each client
- Utilization of qEEG brain map analysis for corroboration with guided therapeutic plans and progress comparisons
- Frequent engagement in cardiovascular and cross-lateral movement to promote new neuronal growth and communication within the brain
- Use of a collaborative approach with consistent wraparound support between school and home, ensuring consistency of care
- Positive interpersonal behavioral model of care to address behavioral challenges
- Pre-teaching all expectations during neutral moments
- Develop the mind-body connection to maintain self-regulation abilities
- Increase awareness of emotions and their connection to thoughts and behaviors
- Teach self-referencing, distress tolerance, and mindfulness skills
- The IWBMC™’s Trauma Support Model acknowledges histories of trauma, trauma’s maladaptive impacts on the brain, and a therapeutic way to transform the adverse effects of traumatic experiences
- Incorporation of Cognitive and Dialectical behavioral therapies (CBT/DBT)
- Address physiological barriers that impact overall brain health and central nervous system organization
Experiential Learning & Enrichment
- Math, ELA, Science, Social Studies, Cultural & Fine Arts, Health & Physical Education, and Elective Subject Area Focuses
- Interactive Academics
- Multi-Sensory Learning Approaches
- Cardiovascular and Cross-Lateral Movement Opportunities
- Language Enrichment through Relationship and Play (LERP)
- Mindfulness & Self-Regulation Interventions (SRI)
- Zones of Regulation® Curriculum
- Adventure-Based Learning
- Therapeutic Music & Art Activities
- Animal-Assisted Activities
- Taste of Love Bakery
Peer & Social Interaction
- Target social and relational challenges through structured peer interaction, social skills groups, and recreational-based activities
- Group lessons incorporating experiential learning and generalizing knowledge across subject areas
- Peer mentoring programs that promote empathy, caring, and support
- Incorporation of group and individual mental health sessions throughout the client’s school day
- Participation in radically accepting environments and classrooms guided by our core cultural values of Hope, Truth, & Love
- Hope: To embrace the possibility within ourselves and others
- Truth: To talk about and accept our own and others’ strengths and weaknesses in an open, productive, kind, and fair manner
- Love: To treat ourselves and others with respect and maintain physical and emotional safety for everyone
Future Planning & Transition Support
- Clients at Jacob’s Ladder who earn their required high school credits will graduate with a Standard or Alternate diploma; all diploma tracks offered at Jacob’s Ladder are aligned with Georgia State Standards
- Jacob’s Ladder offers short- or long-term support to increase success for clients transitioning to other school settings, vocational placements, and post-secondary education endeavors
- We successfully help prepare clients for both traditional and adapted college and university enrollment, offering guidance and support for both the family and client throughout the process
- After graduating from the Hope School Program, the Compass Program offers vocational coaching and training for clients seeking independent employment or vocational opportunities after graduation
Remote Programming & Care Options
- The Community of Care program offers remote services, coaching, training, and oversight of Jacob’s Ladder therapeutic programming worldwide
- Initial evaluations and re-evaluations occur remotely or onsite at our campus in Roswell, GA, while observations, ongoing support, and progress monitoring can all be completed through conference and virtual calls
- Families or caregivers often come to our campus for one- to two-year immersive experiences, deepening their understanding of the model and receiving intensive programming for their child
- Parent and provider training on the client’s individualized program is also included within the Community of Care framework
Additional Therapeutic Services
- Partnerships and additional service offerings with licensed service professionals, including Mental Health Counseling, Occupational, Speech, and Physical Therapy
- Incorporation of additional therapies, including Neurotherapy and Integrated Listening Systems (iLs)
- Integration of Nutritional and Physiological Consultations with a Licensed Dietitian
Stories of Hope
“He was in a very traumatic situation, where he was in fight or flight. He was little – just 6 years old. He wasn’t the same little boy anymore. He became aggressive – he didn’t want to leave our side. He couldn’t take any feedback, and it could send him into a heightened emotional state several times a day. No school was equipped to do anything about it, and we had to homeschool. Our psychiatrist told us about Jacob’s Ladder. She had another client in another situation, and the school really worked for him. Everyone here is so happy and full of smiles – there is a lot of love here. You can tell that the teachers that are here all truly love the kids, and our son felt that too – after we left, he said, ‘I want to go to school there’. I tell people all the time – it’s a miracle. He is getting his life back. And we are too. We used to be unable to go anywhere because of the worry of what would happen. The last couple of months have been the most peaceful we have felt in a very long time.”
– Rachel P., Hope School Program Parent
Testimonials
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