Get the Flash Player to see this player.

Vision 

The vision at Pineland Learning Center is to make a difference for children of difference through a foundation of trust, hope, deep caring, understanding, physical and psychological safety, and a process of transformation. 

We begin by transforming disengaged students into students who are consistently attending and complying, and who are appropriately, academically engaged, supported and challenged. 

Next, we work to transform gross misunderstanding about our students into enlightened awareness by demystifying why students do what they should not do, and do not do what they should do in regard to learning, behavior, social skills, and mood regulation.

Next, we work to transform students responsively complying with our exemplary environmental structure and supervision into students who are responsibly and consistently practicing self-regulation to the best of their ability. 

Ultimately, we desire to transform by transitioning consistently self-regulating, viable students into less restrictive learning environments or into the world at-large as viable young adults.

Our vision encompasses superior quality programming and services embracing Advocacy, Cultural Competence and Sensitivity, Positive Behavior Support, Evidence-Based Practice, and Measurable Outcomes.

As part of our vision, we desire to be the number one choice for the educational care of children of difference.  We envision continual growth as a cutting-edge turn-around school so that we will remain highly viable to our at-risk students.

Mission

At Pineland Learning Center, our mission is to be experts at effectively managing, empowering and re-integrating the difficult to place student. There are many factors influencing this ever-evolving approach:

  • The demands of the No Child Left Behind Act
  • The financial considerations and constraints effecting special education funding
  • The explosion of research and technology in the fields of neuro-developmental and neuro-behavioral research
  • The necessity of evidence-based practice resulting in measured and effective outcomes
  • The increasing complexity of the student population
  • The expanded I.D.E.A. provisions
  • The mandate for cultural sensitivity and competence
  • The demands and expectations of referral sources

Students entering PLC have the potential of benefiting from our four-phase model of development.

Phase 1 – Stabilization

This phase is defined by A-B-C: Attendance, Behavior and Classwork. Stabilization ensures regular attendance, behavioral compliance and academic risk-taking and investment. Child study teams now may place a student at PLC for stabilization only, or upon stabilization, may opt for advanced services. Click here to learn more about behavior management at PLC.

Phase 2 – Demystification

The demystification team seeks to determine why students act inappropriately in regard to executive functioning, academics, behavioral comportment, social skills and mood/affect regulation. Learn more about the Clinical Review process in place at PLC by clicking here.

Phase 3 – Empowerment

Following demystification, Phase 3 empowers the student by shifting the center of control from the external environment to self-regulation. Click here to review information on executive functions.

Phase 4 – Reintegration

At the point where a student consistently self-regulates, Phase 4 focuses on reintegrating the student into a less restrictive environment offering a new array of benefits. 

Anti-Bullying Policy

Pineland Learning Center stringently effects and protects a school environment that is physically and psychologically safe.  As a core component of our behavior and safety management practices, internalized and vulnerable students are protected from subtle to blatant bullying, rejection, provocation, and harassment from others.  As well, externalizing students are protected from their own provocative and aggressive impulses.  Our practice includes a start of the day team meeting to survey the student population for risks and vulnerabilities.  Continual vigilance and monitoring, close supervision, and tight structure follow. 

The primary level of our behavior management program is a proactive positive behavior support structure that teaches, models, coaches, and reinforces self-regulation and socially appropriate behavior.  The secondary level of our behavior management program rapidly and clearly identifies inappropriate behavior.  The student is provided with a clear statement of the inappropriate behavior and a clear direction of the required corrective course of action.  Despite available assistance, students not self-correcting and not regaining self-control are quickly, at a tertiary level, directed to crisis intervention services for rapid, intensive, definitive, and effective intervention.

Overall under our Student Bill of Rights, all students are assured freedom from subtle to blatant bullying, rejection, provocation, and harassment.  This assurance includes, but is not limited to, protection from all forms of bullying on the basis of factors such as physical appearance, gender, race, religion, ethnicity, sexual orientation, and disability.  In situations where it has been determined that bullying, rejection, provocation, or harassment has occurred, offenders receive clinical intervention to eradicate the behavior and disciplinary action if appropriate. Severe incidents may involve external agencies and/or authorities.  Victims receive administrative and clinical attention for recovery, empowerment, and justice. 

Pineland Learning Center is a warm, nurturing, and caring environment equally welcoming and equally protecting all. However, recourse is available to anyone, student of staff, who perceives that he or she has experienced or witnessed any act of bullying, rejection, provocation, or harassment.  Students should disclose such events to a teacher, counselor, or principal.  Staff should disclose such events to their supervisor, principal, or the Human Resources Office.  All reports will be handled discreetly and will receive prompt and proper inquiry.

Anti-Harassment, Intimidation, and Bullying Policy



IMPORTANT
» An Important Message for Parents and Interested Parties

» Clinical Review Process

» Executive Function Information

» Read the PLC Student Handbook