TEP Mission
To provide an integrated model of education and mental health treatment in which significant the emotional and behavioral needs of primary and secondary students are met.
School Hours
The school day starts at 8:20 a.m. and ends at 3:39 p.m. Drop off and pick up doors are staffed starting at 7:45 a.m. and ending at 4:00 p.m. Students attending the TEP program will follow the same school calendar as Garden City USD #457 Public Schools
TEP Objectives
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Establish trusting relationships
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Provide successful experiences
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Build upon existing academic skills
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Promote self-governance
Considering the TEP for your student?
A TEP student exhibits behaviors that are considered concerning given the setting and circumstances in which they occur. Access to TEP services occurs when a referral team (including members of the student’s home-school, TEP district staff, and Compass Behavioral Health Treatment Team) has determined that the student’s behavior, even with adequate educational interventions provided in the student’s home-building, interferes with their learning or the learning of others.
The referral committee will determine that the student would benefit from the structure and social-emotional support offered in the TEP setting. The academic curriculum delivered in this program is consistent with grade level state standards, but does move at a slower pace due to student receiving mental health services half of the school day along with academics. Students should not be considered for this program if staff has not first appropriately adapted the general education curriculum and implemented positive behavioral support strategies in a general education setting.
A student being considered for the TEP must be actively involved with Compass Behavioral Health and be receiving Children’s Services, such as Case Management and Attendant Care.
Characteristics of the TEP
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All day access to trained mental health staff
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Participation in 3 “group” sessions with trained mental health staff throughout the school day to work on social-emotional needs
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An atmosphere that assists the student in developing coping strategies for situations they find frustrating.
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Teaching students to persevere through non-preferred activities and/or learn to negotiate appropriately for choices he/she finds more tolerable.
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Individually designed behavioral goals.
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A Behavior Intervention Plan (BIP) to ensure that the educational demands and staff expectations are consistent and clearly communicated to the student.
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A flexible and accommodating program staff trained to engage with students who are resisting expectations and behaving in an unsafe or counterproductive manner.
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The TEP staff work to foster a trusting relationship with students, parents, and building staff.
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Use of behavioral technology program that allows staff to collect individualized data to monitor progress towards TEP and individual goals
Questions to ask when considering the TEP as a potential placement:
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If the student is in special education, has the IEP team met to adjust services and supports to help the student be successful in their home-school? Has a Functional Behavioral Assessment been completed? Is there a Behavior Intervention Plan included in the student’s IEP?
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Has the plan been implemented with fidelity across environments?
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Does the student have a positive social network in the current environment?
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Has a multidisciplinary team (SAT, IEP team, etc.) been involved to address behaviors and seek solutions over the past month or longer?
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Has the student received Attendant Care through Compass Behavioral Health at the home-school?