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.
G.R.O.W. (Getting Ready for the Outside World) is Riverview’s 10 month post-secondary component (1 to 3 years) for students who have completed our secondary school (or a similar program), and is designed to provide students with the skills that will assist them in functioning more independently within the adult world. In order to offer individuals appropriate opportunities to develop academically, socially and emotionally, there are three defined phases of G.R.O.W. Each phase serves as a bridge to the next, building on proficiencies a student has already demonstrated.
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, MA 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).
ACADEMIC LIFE
The G.R.O.W. curriculum includes both academic skill development and independent living skills training.
Classes include Consumer Math, Reading, Life Skills/Language Arts, Community Access Practicum, Money Management, Community Volunteer Experience, Transition Seminar and Enrichment class. In Life Skills/Language Arts, students focus on real life topics such as effective listening and communication skills, use of technology, relationship skills, self-advocacy, personal safety, and self-awareness. Consumer Issues instruction addresses practical skills such as time and task management, budgeting, money skills, planning, estimation and problem solving. Reading classes continue to build decoding and comprehension skills and expose students to various types of literature with real life application of reading skills (newspapers, menus, magazines, instructions, etc.) Staff training is provided to encourage faculty to be creative and flexible to ensure all students reach their full potential.
The Community Access Practicum is designed for teachers to evaluate the students’ ability to generalize what they are learning in class. For example, students go into the community and practice skills such as using public transportation, ordering and tipping in a restaurant, and identifying safe people to approach for assistance. Once teachers determine strengths and weaknesses encountered in applying these skills, students return to class where they review and reinforce concepts as needed. This circular curriculum resembles that of a good athletic team. During practice, players train by learning the skills that they will need for competition. On game day, they utilize what they have learned, but it does not end there. Any good coach assesses how the team did by observing their performance and determining which skills require continued practice and re-teaching. Academic classes and the Community Access Practicum interrelate in much the same manner.
Students also participate in a weekly Money Management Seminar where they learn personal budgeting skills. Students maintain their own checking and savings accounts for personal expenses, weekend activities, etc. Students learn to write checks, maintain a register, manage money, reconcile their accounts, and use an ATM. In addition, proper banking safety and etiquette are emphasized.
Since G.R.O.W. is a transitional component, it is important to prepare students for the next step. Therefore, students take part in a Transition Seminar. Subjects covered include topics such as sexuality, health and wellness, “Looking in the Mirror” (personal awareness) and prevocational readiness training. This seminar, coupled with the creation of a Personal Vision Statement in Life Skills/Language Arts, encourages the students to become active participants in thinking about and planning for their futures.
Two afternoons each week, students participate in Community Volunteer Experiences (CVE). This guided work experience focuses on preparing students for employment. Besides enhancing the student’s employability skills and emphasizing the importance of a strong work ethic (dependability, courtesy, honesty, etc.), these classes provide students with the opportunity to contribute to the community and help others. In addition, Enrichment classes are offered twice a week to help students increase skills in areas of interest and become more well-rounded. Sample classes include language and math enrichment, computers and art.
PERSONAL GROWTH AND DEVELOPMENT
As young men and women, our students are often faced with issues such as previous school failure, lack of friendships and poor self-esteem. Therefore, each student has access to 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 teachers, dormitory staff and advisors meet to discuss student specific issues which may assist in the students’ transition from classes to the residential program. Topics such as homework, hygiene or peer relationships are shared and specific strategies are developed. 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 G.R.O.W. students participate in a comprehensive sexuality education program with an emphasis on human development, relationships, personal skills, sexual behavior, sexual health and society and culture.
RESIDENTIAL LIFE
Because living and learning are fully integrated on the G.R.O.W. 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. Much like the academic programming, each phase of residential living serves as a bridge to the next.
The residential program is designed to be a supportive and comfortable environment. The residences at G.R.O.W. are staffed by a Residential Supervisor, an overnight Dormitory Coordinator and a Dormitory Assistant. There are six residences at G.R.O.W. which are located in the towns of Hyannis and Sandwich.
HYANNIS
Oakland House, for phase one students, is a large house containing seven spacious double student bedrooms of which five are equipped with full bathrooms.
Ferry House, also for phase one students, has a capacity of eleven students. It, too, is a large house with five spacious double bedrooms, three of which are equipped with full bathrooms. There is also one single student bedroom.
SANDWICH
Jones House, for phase one or two students is a quaint home located less than one mile west of the main campus and has a six student capacity. It offers two double bedrooms and two single bedrooms.
Torrey House, for phase one or two students, is a historic captain’s house located on the main campus and has a capacity of twelve students. It offers four single bedrooms and four double bedrooms.
Hunter Haven, our newest residence, located one mile west of the main campus, consists of eight double rooms and two single rooms and is treated as two separate residences with two wings, housing up to eighteen students. Typically, phase two and three students reside in Hunter Haven.
Lavoie House, a model consisting of apartment-style living, containing six apartment units, each with four single bedrooms, is designed to provide our young adults the most realistic opportunity to practice and further develop their living skills independently. Lavoie House is available to phase two and three students.
G.R.O.W. students enjoy the outside community by planning social activities which involve budgeting from their weekly allowance and arranging transportation. G.R.O.W. offers an in-house shuttle, referred to as “The Congo Line”, which accesses the local community where students utilize the skills necessary for public transportation.
Students are actively involved in menu planning, food inventory, grocery shopping, meal preparation and clean-up on a weekly basis by preparing breakfast and dinners in the dormitories. Cooking classes focus on individual cooking skills (boiling, chopping, measuring, etc.) which they put into practice during cooking labs. Students utilize select recipes from cookbooks in the dormitories and are provided copies of these recipes upon the completion of the school year.
Health care services are provided by full-time registered nurses. The campus has a six-bed health center in which students may 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, wellness and self-medication.
In all of the residential programming, the goal is to develop responsible, independent, community-oriented students. Instruction is highly individualized and time is built into each student’s weekly schedule to include the following:
- Self-care (if needed)
- Room/dorm care and laundry
- Budgeting and money management
- Leisure time planning for weekend activities
- Establishing and maintaining friendships
- Self-advocacy and social skill development
- Focus on health, nutrition and fitness. (Three nights per week students are offered intramural activities, karate, local hiking and/or the use of the state-of-the-art fitness center called The Wellness Center.)
- Meal planning and preparation (breakfast and dinner)
- Direct instruction in cooking (cooking classes and hands-on labs)
- Structured evening quiet time and homework hour
- Time management and organization
- Ample opportunities for generalization of skills in the community
While the routine and structure ensure that these important skills are taught and practiced, students at G.R.O.W. play a very active role in designing and planning their individual schedules.
WORK EXPERIENCE
It is Riverview’s belief that all students need exposure to a variety of vocations in order to increase their career awareness and enable them to make appropriate vocational choices in the future. Individuals with disabilities often lack the necessary exposure and experience in the world of work and, as a result, are unable to identify appropriate vocational goals. Therefore, it is essential that Riverview students be provided with ample opportunities to participate in activities that will increase their awareness of and experience the world of work.
Through their participation in the various phases of G.R.O.W., students gain first hand experience in a variety of work settings and learn the tasks required and skills associated with a number of jobs. All phases of career awareness in the G.R.O.W. component emphasize the development of good work habits which are critical to the individual’s success in the working world. Exposure to a variety of vocations also serves to increase the students’ awareness of their personal strengths, skills and interests.
G.R.O.W.’s approach to instruction is one that is individualized and student centered. Each individual has a unique set of needs which must be closely considered by the team throughout the various phases of G.R.O.W. The trans-disciplinary team carefully considers each student’s strengths, interests and abilities and tailors the vocational opportunities to most closely match the student’s needs. This customized approach is essential to the student’s skill development, career awareness and progression in the program. The student’s future success in the world of work is highly dependent on the exposure and experience that takes place during these formative years.
COLLEGE LIFE
G.R.O.W. students have the opportunity to participate in Project Forward, a nationally recognized school-to-work program at Cape Cod Community College. The first year exploratory career assessment offers four, six week cycles in Basic Food Preparation, Maintenance and Service Careers, Information Technology, and Basic Retail. Based on student interests and assessments, second/third year students may concentrate on Basic Food Prep, Institutional Maintenance, Retail/Information Technology, Mass Communications, Animal Care or Child Care. Second/third year students participate in a cooperative work study experience connecting work-based learning at a local job site with instruction at Project Forward.
The Project Forward Program is an optional program and requires a separate application process. Students may be admitted to the Project Forward Program if they meet the Cape Cod Community College entrance criteria. Should the family decide not to avail themselves of the Project Forward programming, G.R.O.W. provides individualized classes focusing on continued academic, prevocational and social skills development.
