Altus Academy believes all students have the capacity to grow and learn and should be treated with respect and dignity.
Altus Academy believes all students have the capacity to grow and learn and should be treated with respect and dignity.
Science - Technology - Engineering - Art - Math
Students build projects that uses fiberoptic lights and tests Newton's Theories
Students learn about Electricity and Gear Ratios
Students are learning Geometry and Spatial Relationships
Exposure Equals Asperations!
Students learn to express themselves
Students learn to duplicate objects
Students learn to follow order of directions, operations, and size.
Altus Academy is dedicated to the development of each student’s needs, desires, and successes as individuals. Altus believes in the partnership of each student’s education and growth with the people who have an integral role in the student’s life. Our ultimate goal is to build a strong educational foundation for each student, which will facilitate internal self-control and positive decision making.
Working in collaboration with Southern California school districts and SELPAs, our comprehensive academic, vocational, and transitional programs have enabled student success. We provide hope for our students and their families, the utmost support for our employees, and exceptional service for our referral sources.
205 N Maple Ave, Rialto, CA 92377
Altus Academy offers a variety of educational options and opportunities for our students by providing individualized core based curriculum geared toward a high school diploma or certificate of participation. Altus Academy aligns the school curriculum with the Local Education Agency in which Altus Academy is located, and coordinates with the student's district of residence to ensure successful matriculation. Students participate in physical fitness in our fitness lab and have opportunities to participate in inter-scholastic sports. Our extensive California Standards Based Alternative Life Skills Program offers students, who have difficulty accessing traditional classroom environments, a program designed to develop student skills in the following domains: Functional Academic, Community Service, Vocational, Domestic and Lifetime Leisure Activities. The program utilizes a cottage on campus, where students can participate in all aspects of independent daily living. The Functional Inventory of Critical Skills (FICS) and Brigance Inventories assist in determining the goals and objectives for students.
A vocational career center assists students in job preparation and long range goal development. Students participate in activities and experiences inside and outside the classrooms for social, service and vocational endeavors. Non-verbal and autistic students experience classroom and social activities that are facilitated through PECS and TEACCH philosophies. Services include educationally related Mental Health Services such as an afterschool Day Treatment Program, and an Extended Therapeutic Day Class. Altus Academy provides a variety of Designated Instructional Services which include: Clinical Therapeutic Counseling, Individual and Group Behavioral Counseling, Career Guidance and Counseling, Speech and Language Therapy, and Occupational Therapy. In addition, Altus has a variety of licensed therapists to provide the necessary behavior, social, emotional and career/transition guidance vital to our students' success.
All students participate in a school-wide positive behavior program, individualized behavior support plans and classroom specific plans. Social Skills are embedded in our program and are modeled, taught and reinforced throughout the day by staff, through the direction of our Clinical Team. Altus Academy provides special education services for students 5 to 22 years of age, identified as needing special education services. Students must have demonstrated a need for early intervention services, qualify for special education services, have an Individualized Education Program (IEP) and are funded through their Local Education Agency (LEA). Students at Altus Academy are referred by the local school districts. They have an Individual Education Plan, or are in need of intervention or prevention educational, behavioral or mental health services. Students, who have demonstrated the ability to function academically, socially and behaviorally appropriate are recommended for return to the public school of residence. When determined by the IEP team, the student will return to the public school for all or part of the school day.
The primary goal of these programs is to develop a student’s ability to manage various levels of stress that may be encountered throughout their lives. Through this understanding, students will be more prepared and able to successfully obtain an education in the least restrictive environment and allow fewer students to be removed from their families and homes and placed in extremely restrictive environments. To meet these goals, a comprehensive after-school Day Treatment Program, a therapeutic Extended Day Class Program, and individualized Mental Health Services have been created, which will provide the opportunity for students to experience success in a structured individualized educational and therapeutic setting. The programs will improve personal relationships, negative behaviors, ability to self-regulate and parental education and involvement.
Children in the programs have behavioral problems with common backgrounds and experiences that place them at high risk of failure in their present schools, and or home settings. Additional intensive support services are provided for the improvement or maintenance of functioning consistent with learning, the development of independent living, and enhanced self-sufficiency. These services can be provided by the approval of the IEP team for each student’s Individual Education Plan. All students are referred through their local school districts.
Improve a student’s ability to manage various levels of stress as it develops, allowing them to successfully obtain an education in the least restrictive environment, thus reducing the incidences of removal from the family, home and school.
Increase a student’s ability to successfully transition from extremely restrictive environments to less restrictive environments.
Increase participant’s positive identity including, personal power, self-esteem, sense of purpose, and positive view of personal future. future
Strengthen the family unit to provide support for the student’s success.
Day Treatment Program
An afterschool program consisting of 210 minutes of continuous therapeutic milieu. Day treatment hours are Monday through Friday, 3:00 – 6:30 pm.
Servicing ages 5 to 22.
Intake Review, Plan Development, and Assessment/Evaluation:
An individualized treatment plan is developed, including components such as behavioral assessments, emotional, addiction, and global functioning. Review of existing treatment plan is conducted prior to the beginning of the program and includes implementation and monitoring of the plan.
Limited Case Management
From an assessment, a treatment plan is developed with monthly treatment team meetings, and monthly family/guardian collaboration/meetings.
Designed to help students develop the skills necessary to deal with their individual problems or issues using the group process. Problem-solving strategies and the group will assist in resolving behavioral and emotional problems. This program addresses mental health issues through therapeutic components of individual and group therapy.
Include art, recreation, music, drama, individual fitness programs and board games. Therapeutic modalities will be used, which utilize self-expression to develop and enhance skills directed toward student treatment plan goals.
Therapeutic Extended Day Class Program
A Special Education class for emotionally disturbed students, provides continuous therapeutic and crisis intervention support for students exhibiting severe emotional challenges. Students who have not responded to Tier 2 and 3 interventions are often transitioning from or to a higher level of care. The Extended Day Class Program at Altus Academy provides an alternative choice that helps maintain the students in a least restrictive environment, while providing a therapeutic environment that meets this population’s needs.
These challenges are often presented as significant learning and behavioral difficulties. These classes teach academic and independent living skills through functional settings and activities. Access to core curriculum, are taught both in the classroom, as well as, in real settings such as the library, restaurants, stores, and various work experience sites.
Key features of this program include a longer instructional day, a credentialed teacher, licensed mental health professional and additional mental health facilitators in the classroom. This combination allows for on-going daily therapeutic interventions, which will assist the students to effectively access their education.
Use of psychosocial methods within a professional relationship with a licensed mental health professional, assists the student in achieving greater realization of his or her potential.
The daily interventions are designed to help the students with long-term mental health disorders to live their lives successfully. These interventions and continuous collaboration with students, their stakeholders, least restrictive environment placement team members, and district representatives ensures the successful and timely transition to less restrictive mainstream environments.
Altus Academy is accredited as a Nonpublic School by the California Department of Education.
From a recent CDE State Review Report:
Altus Academy provides a positive learning experience for students. All classrooms, the library and life skills cottage were creatively decorated to reflect the lessons students were presently working on. The review team observed students actively engaged and on task throughout the school day with very minor disruptions given the student population.
Altus Academy is commended for:
Altus Academy offers students a full continuum of services provided by our highly qualified staff that includes: Credentialed Special Education, Elementary, Vocational and Community College Teachers, a variety of Licensed Therapists, a Certified Pro-Act Instructor and a First Aid, CPR Instructor. Our Credentialed Education Coordinators work closely with students and school districts to ensure comprehensive curriculum and IEP compliance. They collaborate with parents, districts and other agencies to provide services for our students.
Our teachers and staff bring a wealth of knowledge to our school with over 65 years in special education experience. This dedicated staff provides the leadership and education necessary for the success of our students. All Altus educational employees are trained in Pro-Act Crisis Intervention and Positive Behavior Intervention. The Altus staff is also trained in TEACCH, PECs and DTT.
In addition to the experienced teaching staff, Altus has a minimum of two classroom assistants for each class, all with Behavior Intervention Training. Our extended day program offers a licensed therapist and additional mental health facilitators as a part of the classroom team.
Altus collaborates with various universities to mentor and develop Special Education Teachers, Occupational Therapists, and Counselors, thus ensuring the continued development of Special Education Professionals.
How can I enroll my child in your school?
Student must be a special education student with an IEP and be referred to Altus Academy by his/her district of residence.
My son/daughter is acting out at school and keeps getting suspended; can Altus Academy help me with his/her behavior?
Altus Academy offers extensive behavior intervention and support for students; these services are for Special Education Students
How much does it cost to go to school at Altus Academy?
Altus Academy is funded directly through funds received by the school district referring the student.
What is a Non-Public School? Are you a “real” school?
Altus Academy is a non public school that is certified by the California Department of Education, funded directly from the State through local districts and provides special education services for students whose educational needs cannot be met by the local school district.
How long does my student have to be at Altus Academy?
It is the goal of Altus Academy to work with the student, parents and district to identify and remediate educational areas of performance, thus enabling the student to re-enter the public school or a less restrictive educational environment.
What types of disabilities do the students have attending Altus Academy?
Altus Academy has specialized programs for Severely Handicapped, Developmentally Delayed, and Emotionally Disturbed students. Our programs offer high adult to student ratios and individualized instruction, often not available in their local districts.
Where do your teachers come from? Are they trained?
Altus Academy employs Special Education teachers credentialed by the State of California Teaching Commission.
Teachers come to us from public school districts and universities. The teachers receive the same training as all other Special Education teachers. In addition, Altus Academy also provides additional and ongoing specialized teacher training opportunities for behavior management and disability specific areas.
What do you teach at Altus Academy?
Altus Academy follows the local school district’s curriculum, which meets or exceeds the California Common Core Standards. Student IEPs are followed and adapted to meet individual needs so the student may focus on receiving a Diploma or Certificate of Completion from high school.
Can my student graduate?
Most definitely yes!! Students, who satisfactorily complete their secondary education at Altus Academy, will graduate with their home school district’s diploma. However, it is the goal for students attending Altus Academy to successfully transition back to their home school prior to graduating.
My student has mental health needs. Does Altus Academy provide therapy?
Altus Academy offers counseling services, as well as additional multi-tiered interventions to assist the student in accessing his/her education and for the student to remain in a least restrictive environment.
Dr. Tate Burns