The Charlton School
Over a century of caring for youth
PO Box 47/322 Lake Hill Rd. Burnt Hills, NY 12027 Tel.(518)399-8182 Fax (518)399-8195

Ketchum-Grande Memorial School

The Ketchum-Grande Memorial School, the on-campus school of The Charlton School, is approved by the New York State Education Department to provide special education to classified students placed in residence by their counties or by the Committees on Special Education of their school districts.  The educational program at “K-G.” includes a day program option, for some students, as they transition home from residential placement.  Students, from grades eight to eleven attend small classes (6:1) and instruction is individualized with intensive academic and counseling support to help each student achieve school success.

The school follows State recommended curriculums and prepares students to meet graduation requirements, including passing Regents examinations.  The curriculum also includes areas such as family and consumer science subjects, fine arts, music and video technology combined with a practicum, Health and allied subjects, computer instruction, physical education and an across the curriculum emphasis on writing.  Students reaching certain levels of academic and social attainment may attend classes at the Burnt Hills-Ballston Lake High School with which the Ketchum-Grande program has a close working relationship.

Introduction  

 While in residence at The Charlton School students receive education on grounds at the Ketchum-Grande Memorial School.  Many entering students have school related adjustment and learning problems which have interfered with their education.   Typically, students have been in special or alternative education programs prior to attending Ketchum-Grande.  However, the extent and severity of their needs are such that education programs in their home districts proved unworkable resulting in students not attending school for some time prior to admission. Because of recurring frustration and failure associated with school, students may enter Ketchum-Grande with low expectations for school success, ingrained patterns of avoidance and disruption, resistance to the structure and authority of school.  Nevertheless they frequently express a desire to improve and it is part of the mission of the Ketchum-Grande School to assist and guide them to future achievement. 

The School Day

 The Ketchum-Grande school works toward the endpoint of returning students to their home schools with a year of school success behind them, with improved skills, renewed confidence and a desire to graduate from high school.  These goals are supported by the Ketchum-Grande school through its structure and processes.  There are four grade levels from eighth to eleventh.  The school follows the customary annual calendar and daily hours of public schools, classes begin at 8:00 AM and end at 2:00 PM, Monday through Friday. The daily routines of students are also much like public school. There are seven 45-minute classes in the school day plus lunch. At the bell students move to their next class.  They are expected to get things from their lockers, take care of any personal needs and arrive at their next class on time.  Students regularly receive homework and are expected to have it ready to hand in on time. Closely conforming the day to the typical routines and expectations of public schools is done to assist the transfer of new school skills and behaviors to the home school. 

Curriculum and Instructional Standards

 The school’s curriculum is based on syllabi recommended by the New York State Education Department (NYSED).  This enables students to take the same grade level courses, and receive credit, as they would if attending their home schools.  The Ketchum-Grande School complies with the standards for assessment and instruction recommended by NYSED. Students are prepared for Regents and other State mandated examinations in courses which require those exams.  Regents laboratory time requirements in science are fulfilled in a new science laboratory. The school has a well developed resource in computer technology and encourages students to master this basic tool of education.  A Performance Group in music, video and fine arts operates after 2:00 PM Monday through Friday. Performance Group is an excellent opportunity for students to become grounded in the arts and apply what they have learned in arts classes during the day.  Skills and experience gained in Performance Group prepares students to participate in similar after school activities when they return home as well as for future employment in video technology and production.          Back to top

Student Management

 The management of student behavior is a means to teach students what correct school behavior is and how to cope with feelings and issues in school. Through processes of behavioral shaping students learn how to make appropriate choices to get their needs met and have those choices reinforced to become habits of mind and behavior.  The school uses several systems to help students achieve these goals. One means is a point system under which each student daily earns a set number of points in each class by demonstrating “school success behaviors”.  At the end of each week, student points are averaged on an individual basis and then ranked from lowest to highest for all students. The rankings have qualitative cut off points which create “levels” and a money value is assigned to each level.  Students are thus monetarily rewarded for effort and performance in essential behaviors basic to school success.  “Levels” and teachers written comments regarding the student are discussed with each girl by the Director of Education in “review”.  This weekly review of progress in all classes with each student provides a process which gives individual direction for improvement and reinforces good decision making.  

 Another element in student management is after school detention for behavior and academics.  Students who have not completed their academic responsibilities, such as turning in homework or taking a test, must stay after school with teachers in academic detention and complete assignments before leaving school for the day.  Students who are disruptive or misbehave in school during the day must sit for a period of time after school in behavioral detention.

 At times students may be unable to participate in the school program because of intense feelings or behavior which are either disruptive to the education program or make it too difficult for the student to concentrate on subjects.  Students are encouraged to learn to self monitor and to ask to “take five” which is to be excused from class briefly to talk with support staff in the building.  At other times, students may elect, or be required, to use the school’s “time out” room until they have regained control of their behavior and emotions.  Students who experience regular difficulties in school may complete a self-management  plan(s)  called a “Start Plan” which helps them to anticipate their needs and rehearse coping strategies.    Back to top

Classified Students and Committee on Special Education

 About one half of students at the Ketchum-Grande School are formally classified as requiring special education services.  Students can be referred for educational evaluation by parents, teachers or other staff of The Charlton School who believe an educational disability or limitation may exist.  Students are evaluated by the Ketchum-Grande school psychologist and by other members of the clinical team.  Classified students are mainstreamed with non-disabled peers and receive instruction in accordance with their Individual Education Plan (IEP).  Related services are also provided as required by the IEP.  The Ketchum-Grande school maintains communication with each student’s home school guidance counselor or other contact person through interim reports and reports cards and, as discharge nears, through Aftercare Services if the student in participating in aftercare. Just prior to discharge the Ketchum-Grande faculty provide reports by subject area which are forwarded to the home school to be shared with those teachers and the guidance counselor. These discharge summaries provide current detailed information on student learning and behavior. Other information may also be shared, such as psycho-educational evaluations, which will assist a smooth transition back to public school.

Public School Prior to Discharge from The Charlton School

 Due to the short length of stay the majority of students attend only the Ketchum-Grande School.  However, for students who do not require the intensive structure,  instruction and supervision provided by the on-grounds school, or for students who remain in care more than one school year, attendance at Burnt Hills - Ballston Lake High School may be an option.  These students may begin on a part-time basis and then move up to full-time as they progress in their adjustment and academic success in the public school setting.  In instances of a prolonged period of residence at The Charlton School students may attend area Vocational and Technical Educational Programs at the Saratoga or Albany BOCES.

 Students who attend public school are supported by the Ketchum-Grande public school liaison who works directly with guidance counselors, teachers, and administrators of the local school district or other programs. 

 For further information regarding the Ketchum-Grande Memorial School program contact:  Dr. Michael Tucker at (518) 399-8182 ext. 417.

Back to top

| After Care Contact | Endowment | Mission Statement | Health Care | Gazette Article |
|Employment Application| Scholarship Information |