Individualized Academics

Plumfield’s curriculum is aligned with California Common Core standards. Our small class sizes of 3 to 6 students support the level of individualized attention, differentiated instruction, and social skills practice we believe is required for students to grow into confident learners and to develop positive social skills. With high academic standards and a strong focus on achievement through effort, Plumfield’s team supports our students through incremental steps as they work toward academic, social, and behavioral goals.

Music, athletics, jobs and varied electives allow students a wide range of opportunities for new experiences and success.  Offering a wide range of learning opportunities builds confidence and encourages students to attempt activities that they may experience as difficult or frustrating.

Academic Supports

Plumfield Academy incorporates instructional and behavioral supports for students to achieve success within our academic setting, including:

• Small class size of 3 to 6 students
• Classroom environments designed to reduce noise and volume levels while keeping visual distractions limited
• Hourly/daily rewards for academic and behavioral effort, including shopping in our school store and earning special privileges 
• Consistent, clear academic and behavioral expectations
• School wide lexicon – All staff use the same language to address behavior and provide support
• Supports for transitions built into the campus and classroom routine
• Structured and highly supervised social skills curriculum during lunch and recess 

• Individualized selection of academic materials
• Individualized Instructional, Social, Behavioral, and Therapeutic Supports

Social Skills Development

We know that children who become socially isolated are at greater risk of failing at school, with friends and in the community.

Plumfield Academy utilizes a social skills behavioral program in which emphasis is placed on effective communication, social skills development and problem solving, the foundations of successful relationships both at home and at school. Our students learn and practice positive social skills throughout the day, until new ways of communicating and relating become habit. Once they have demonstrated the use of these positive skills, they are provided more opportunities to exercise these skills in less structured situations on campus. As students progress through the program, they are increasingly expected to work as a team, practice cooperative decision making, and use appropriate problem solving. When students have demonstrated an ability to use and translate these skills independently, they are often able to transition into a resource classroom or a general education classroom with individualized school supports.