Riverview School is an independent, co-educational, residential school of international reputation and service that enrolls approximately 180 students -- ages 12 to 20 in its secondary school and ages 17 to 22 in its post-secondary component. Students at Riverview hail from approximately 30 states and nine international countries. Riverview provides a caring, structured setting for students with complex language, learning and cognitive disabilities scoring within the 70 – 100 range and is committed to developing student competence and confidence in academic, social and independent living skills. Riverview also recognizes its’ important responsibility with families by encouraging ongoing open lines of communication.
In the structured, supportive residential setting a competent, caring staff fosters independence and self-determination through the development of independent living skills, social skills and self esteem. The philosophy of the "whole child" guides the ongoing dialogue between academic and residential staff and ensures that student needs are addressed quickly and comprehensively. Likewise, the success oriented, non-competitive, individualized nature of the program helps to increase self-awareness, student confidence and willingness to take risks in their learning environment.
Riverview was established on beautiful Cape Cod in 1957 and has an international reputation for excellence in special education. The scenic 16-acre campus features outstanding classroom facilities and condominium-like dormitories. The campus is an easy walk to Sandy Neck Beach and is located on historic Route 6A just one hour from Boston or Providence, RI. Beaches, lighthouses and quaint villages are among the many treasures found on Cape Cod.
Riverview is accredited by the New England Association of Schools and Colleges (NEASC) and is approved and licensed by the Commonwealth of Massachusetts Department of Education (DOE) and the Department of Early Education and Care (EEC).
Educational philosophy of Riverview:
- Adolescents/young adults with learning disabilities versus learning disabled adolescents/young adults.
- Typical, age-appropriate extra curricular and social experiences.
- Emphasis on the whole child.
- Caring, structured and predictable living/learning environment.
- Respect and appreciation of different learning styles, interests and talents.
- Emphasis on developing self-determination and personal best.
- Encouragement to take risks with learning.
- Understanding of learning disabilities and strategies needed for success.
- Research validated instructional techniques.
- Thematic, integrated instruction
- Real life opportunities for generalization of skills.
- Direct and individualized instruction for academics, independent living, friendships and social skills.
- Promotion of resilience and lifelong learning.
- Cultivation of learning community for all.
ACADEMIC LIFE
Riverview’s licensed faculty provides academic instruction via a thematic, integrated curriculum. With an emphasis on high expectations and research-validated instructional approaches, students receive two hours of language arts instruction each day. The one hundred twenty (120) minute daily English Language Arts block ensures direct instruction in all of the language arts (i.e., reading, writing, speaking and listening). Therefore, each student receives direct instruction for one hour daily in reading and one hour daily in writing. While maximum class size is eight students, many opportunities are available for small group and individualized instruction.
The students are grouped in teams, based upon grade level. By assigning students to a small group of teachers, it ensures that the unique needs of our students are fully understood. Students are required to work with fewer teachers, therefore, transition is minimized while all team teachers’ classrooms are located within close proximity.
Each team is assigned a head teacher and one to four additional teachers. All of the students on a team follow an identical schedule (i.e., 1st period, math; 2nd period, English Language Arts; etc.) and the students are assigned to their academic classes within the team based upon each student’s individual skill level. Students are grouped into reading and writing classes based upon emerging, established and developed skill levels. Two hours a day are devoted to Reading and English Language Arts, one hour of math, one hour of history/social studies, one hour of science daily, and an elective class. The elective classes include physical education, industrial arts, computers and art. These classes provide hands-on experiential lessons with further opportunities for generalization of skills.
While students are attending elective classes, their academic team teachers meet for one hour daily. In addition to focusing on curriculum issues, this planning time allows for constant communication and ensures a consistent and effective program for each student. Staff training is provided to encourage teachers to be creative and flexible to ensure all students reach their full potential.
Most academic material is presented via a "thematic", integrated approach. For example, a team's first quarter theme may be immigration. The class would study turn-of-the-century immigration as they assume the identities of Irish immigrants traveling to America during the Potato Famine. Students would document their journey in a detailed diary, incorporating historical facts written during English Language Arts. In Reading, students would explore immigration from the later part of the twentieth century using leveled historical fiction, while present day issues regarding immigration would be explored during Current Events classes. History classes would involve hands-on activities such as a simulated steerage crossing, an Ellis Island inspection and life in a sweatshop.
Students would also complete measurements of the Statue of Liberty by drawing these on the blacktop, graph the school community’s ethnic backgrounds and prepare a variety of cultural recipes in Math class. To further enhance learning, students would travel to the Dreams of Freedom Museum and ethnic neighborhoods in Boston where they would be able to learn through all five senses.
Speech and language services are offered through a collaborative model. Although individual and small group “pull out” services are offered when appropriate, the therapists also work directly within the classroom setting in collaboration with the team teachers thereby ensuring the transfer of skills to all subject areas. These therapists also offer instruction related to interpersonal communication. For example, some students may have difficulty interpreting nonverbal language and may need direct instruction in pragmatics in order to develop healthy peer relationships.
Reading instruction is offered, in addition to the one hour of reading each student receives daily on the team. The reading specialist provides consultation to team teachers, work directly in the classroom with the student, and/or provide small group reading instruction outside of the classroom. The reading program is highly individualized and utilizes structured, systematic approaches.
The physical education program (consisting of modified and adaptive instruction), emphasizes the skills necessary for participation in a variety of individual recreational sports (golf, cross country skiing, etc.) as well as the more traditional team sports (softball, soccer, basketball, etc.) Fitness is taught in all physical education classes, but these skills are further developed in the fitness center. Using a computerized fitness evaluation system and heart rate monitors, students are taught to exercise in a safe and effective training zone. Project Adventure activities are also offered by using adventure techniques which help to create a stronger community of learners and result in alert, intelligent, responsible students. The philosophy of "personal best" is demonstrated in all aspects of the physical education, sports and fitness programs.
PERSONAL GROWTH AND DEVELOPMENT:
As adolescents, our students are often faced with issues such as previous school failure, lack of friendships and poor self-esteem. Therefore, each student is assigned an advisor who serves as a liaison between home and school and provides student support in areas such as self-advocacy, self-awareness, problem solving and social skills.
Each afternoon, the head teacher for each academic team, dormitory coordinators, residential supervisors and advisors meet to discuss specific issues which may assist in the students' transition from classes to the residential program. Topics such as homework or peer relationships are shared and specific strategies are developed with the student. This communication ensures that the "philosophy of the whole child" prevails.
Social skills guidance is given to all students by all staff. Rather than providing social skills instruction in isolation, all staff are trained to assist students in understanding social errors and preventing their reoccurrence on an ongoing basis during students’ daily lives.
All secondary school students participate in a comprehensive sexuality education program with an emphasis on human development, relationships, personal skills, sexual behavior, sexual health, society and culture.
RESIDENTIAL LIFE:
Because living and learning are fully integrated on the Riverview campus, the residential program is designed as thoughtfully and thoroughly as the academic program. When students leave class, they enter another important dimension of their day.
All Riverview middle and secondary students have an opportunity to participate in interscholastic sports on a varsity, junior varsity or intramural level. Sports teams include cross country, soccer, basketball, swimming, track and field, tennis, softball and baseball. Each sports season, all students have the opportunity to play on the team of their choice. Coaches use a “no cut” system while skills such as sportsmanship and teamwork are taught.
In addition to sports, all students participate in a comprehensive after school activity program, which includes a wide variety of offerings such as drama, digital photography, art, music, computers, etc. Karate and bowling are options, as well. Independent living skills instruction is also creatively woven into the curriculum so that students can learn and practice skills related to cooking, comparative shopping, personal hygiene, nutrition and fitness, home maintenance and the planning of independent recreational activities. These courses, taught by residential and academic faculty, build skills for successful adult living.
Students have many options regarding weekend programming including trips to the YMCA, bowling, sightseeing and local Cape Cod attractions. The goal is for students to become actively involved in a range of social/recreational activities which they select. The residential activities aim to involve students in typical teenage experiences such as school dances, student government, assemblies and a spring prom. Students take part in a rich array of programs that enhance their sense of community and belonging.
All students have access to a state-of-the-art fitness center, called The Wellness Center, which is staffed by fitness instructors. Students gain an understanding of proper safety and use of the equipment in developing personal fitness routines, after school, evenings and weekends.
Health care services are provided by full-time registered nurses. The campus has a six-bed health center where students can be assessed or rest if they are ill. Health care staff encourage students to better understand and advocate for their health needs by providing direct instruction regarding health and wellness.
In all of the residential programming, Riverview’s goal is to develop responsible, independent, community-oriented students. With staff/student ratios of 1:6, the following skills are addressed:
- Self-care (if needed)
- Room and dorm care with daily chores
- Budgeting and money management
- Leisure-time planning
- Self-advocacy and social skill development
- Establishing and maintaining friendships
- Weekly laundry groups off campus
- Fitness and recreational opportunities
- Time management and organization (use of agendas, charts, chore lists)
- Structured evening homework hour
- Real-life opportunities for generalization of skills
