AHRC Middle/ High School, (also known as MHS,) can accept students between 13 and 21 years of age who reside in all the five New York City boroughs. Students must carry an educational classification of autism and/or demonstrate a similar learning profile. Students must be recommended for a Non-Public School, (NPS) placement by the New York City Department of Education to be eligible to enroll in the school.
MHS is divided into two distinct programs: a middle school for students ages 12-14 and a high school for students ages 15-21. Within these two “schools”, there are classrooms with ratios of 8:1:2 and 10:1:2, depending on the learning and behavioral needs of the students. The classroom teachers are supported by an experienced, highly-trained team of School Administrators, Therapists, and Program Coordinators who assist the teachers in utilizing behavioral methods, employing structured teaching, and coordinating academic planning. Instructional programming focuses on teaching basic academics, speech/language, self-help, daily-living, vocational, and social skills. Classrooms teachers utilize Individualized Goal Selection (IGS) and the Syracuse Curriculum to create lesson plans and devise appropriate learning objectives.
The various, research-supported approaches used at MHS include:
Evidence-Based Programming and Curricula; Reading, Math, Science, Social Studies, and Health Education
The following are provided at the Middle/High School:
MHS aims to prepare its students for life after school by teaching a combination of academic, vocational, self-care, social-communicative, self-determination, and overall independence skills. When students graduate they can Transition into a variety of different placements, including supportive college programs, day habilitation, supported employment, and competitive jobs. In order to best prepare the students to achieve their desired destination, students’ educational teams participate in Transition Planning as soon students enter the school.
A student’s Transition plan is a working document that requires an outcome oriented approach, is student centered, and is broad enough to allow for adaptation and flexibility. Its primary purpose is to achieve “what is desired” rather than what is “simply available.” To facilitate this planning, AHRC New York City Middle/High School staff emphasizes Person Centered Planning (PCP), a collaborative process that helps students identify their aspirations, define the supports they require, and work together with the valued people in their life to determine their preferred pathway.
Transition planning is based on the premise that all activities, whether academic or pre-vocational, are designed to increase responsibilities and independence. Emphasis is placed on teaching skills that develop employment potential: appropriate behaviors in school, home, and the community; the ability to follow directions; the skill to self-advocate; independent living skills; and an understanding of post-secondary options and goals.
MHS offers a wide array of internal and external experiences that continue for the students throughout the high school years and into adulthood. Examples include:
The students also have the opportunity to participate in a post-secondary educational experience though collaboration with PACE University, a relationship that is entering its 5th year. Every semester, two groups of students enroll in a PACE University Technology Course. Each enrolled MHS student is then paired with a PACE University technology student to work on a semester project. AHRC New York City students in this program receive an introduction to college campus life (i.e. campus bookstore, cafeteria, life in downtown Manhattan) as well as the requirements of a college-level course.
View our school newsletter:
AHRC Middle / High School
1201 66th Street
Brooklyn, NY 11219
Principal: Andrew Winfrey