Academic All Stars Program Full Time (9th–12th Grade)

Program Definition

ABA Path’s Academic All Stars Program is a Home Education Instructional Program designed for FES-UA scholarship students with unique abilities in grade levels 9–12. We provide a structured and supportive environment where students continue developing functional academics, daily living skills, and transition readiness while working toward independence and future planning.

Our program is offered at our clinic B location and blends core learning instruction with enrichment and life skills activities to prepare students for adulthood, community participation, and enhance the home education experience. We are not a private school, public/charter school, or online-only program. This is a program that integrates learning activities in a structured environment, supporting your child’s growth with ABA therapy. To be eligible for enrollment in the Academic All Stars Program, your child must be receiving ABA therapy services through ABA Path.

Program Features & Eligibility

• Eligibility: FES-UA scholarship students participating in parent-directed home education

• Format: In-person instruction at ABA Path – 210 South MacDill Ave, Suite B, Tampa, FL

• Curriculum Selection: Chosen with the parent to meet the child’s developmental level and learning style

• Instructional Approach:

  • Group Instruction: 5 days per week of teacher-led group learning that builds peer interaction and collaboration

  • Individualized Instruction: 1 day per week of one-on-one instruction with a certified teacher to support specific academic, or life skills goals

• Integration: Academic and life skills instruction may be adapted to align with the student’s ABA treatment plan

• Small Ratios: 1:5 teacher-to-student ratio, adjusted for individual support needs

Home Education Subjects

Our Academic All Star’s Program offers instruction in key home education subjects following Florida Standards, including:

• Language Arts & Reading – Phonics, vocabulary, grammar, comprehension, and writing skills

• Mathematics – Applied math skills such as money, budgeting, telling time, measurement, and basic operations, along with exposure to higher-level concepts (fractions, geometry) adapted for individual needs.

• Science – Earth science, life science, physical science, and earth science with visual supports, demonstrations, and experiments that connect science to daily life.

• Social Studies – Learning about history, community, geography, and civics in a way that supports real-world understanding (maps, timelines, community helpers, rights/responsibilities).

• Electives & Skill Development – Creative expression (art, music, storytelling), basic technology use (typing, internet safety), media literacy, and functional life skills such as decision-making, problem-solving, and self-advocacy.

Enrichment Programs

In addition to academics, students participate in enrichment activities that make learning more meaningful and prepare them for real-life situations. Each activity is adapted to ability levels and designed to support independence, communication, and confidence.

• STEAM Lab – Simple science experiments, basic building projects, problem-solving tasks, and exploring how things work in everyday life.

• Arts & Music – Painting, crafts, photography, music appreciation, drumming, and drama activities that encourage creativity and self-expression.

• Social Communication Groups – Practicing conversations, role-play for community interactions (like ordering food or asking for help), and structured games to build teamwork and friendships.

• Executive Function Skills – Planning and organizing with checklists, managing time with timers, following multi-step directions, and completing guided projects.

• Life Skills Applied Learning – Functional academics built into daily routines such as reading signs, using a schedule, budgeting money for small purchases, or practicing safety skills.

  These enrichment programs give students chances to practice academics in real-world ways, build social skills, and strengthen independence for life after high school.

Curriculum

We provide curriculum specifically for live instruction led by our teacher. Each child’s curriculum is carefully developed based on their unique learning needs, ensuring a personalized and balanced approach to academic growth. For independent academic work, programs such as Adaptive Minds or IXL may be used. Learners may continue using a program they have already been working with for independent academic work, as long as it is not remote instruction.

Academic Stations (Grades 9–12)

Academic Stations for high school students with special needs are designed to reinforce core academics while directly connecting learning to real-world application. Activities are broken into manageable steps with visual supports and structured routines to build independence, confidence, and preparation for life after school.

Typical stations may include:

• Reading & Literacy Station – Functional reading practice such as signs, menus, job applications, short passages with comprehension questions, and vocabulary tied to daily living.

• Math & Problem-Solving Station – Applied math tasks such as budgeting, money management, telling time, using a calculator, and measurement activities connected to real-world scenarios.

• Writing & Communication Station – Filling out forms, journaling, writing simple letters or emails, practicing spelling and sentence structure for functional use.

• Science & Social Studies Station – Hands-on experiments with clear steps, exploring topics like health, weather, or community helpers, and learning about history and civics through simplified projects and visuals.

• Technology Station – Using adaptive programs (like IXL or Adaptive Minds) for literacy and math, practicing typing, online safety, or using schedules and checklists on a device.

Supports may include:

• Visual schedules and step-by-step instructions at each station.

• Consistent routines and checklists to encourage independence.

• Opportunities for peer collaboration and role-play of real-life situations.

• Positive reinforcement through praise, tokens, or preferred activities.

This station model keeps learning active and practical, while ensuring students strengthen academics in ways that prepare them for adult life, community participation, and vocational opportunities.

Class Structure & Daily Schedule (Grades 9–12)

8:30–8:45 – Morning Transition & Welcome
Check-in, review daily schedule, and set individual goals.

8:45–9:00 – Morning Meeting
Group meeting to build community, practice communication skills, and preview the day.

9:00–9:30 – Academic Stations
Rotations with functional reading, applied math, independent writing, science/social studies, and technology-supported learning.

9:30–9:40 – Movement / Sensory Break
Stretching, calming, or energizing activities based on student needs.

9:40–10:10 – Core Subject Block
Focused instruction in Reading, Math, Science, or Social Studies. Core subjects rotate daily to ensure balanced coverage across the week.

10:10–10:40 – Academic Stations
Second round of functional academic and life-skills–focused rotations.

10:40–10:50 – Movement / Transition Break
Short activity to reset focus.

10:50–11:20 – Core Subject Block
Second core subject focus (rotation continues).

11:20–11:30 – Movement / Transition Break
Light activity, stretching, or sensory regulation.

11:30–12:15 – Lunch

12:15–12:45 – Life Skills & Community Practice
Activities such as budgeting, reading signs/schedules, organizing tasks, or role-play for community interactions.

12:45–1:15 – Enrichment Activity
Arts, music, STEAM projects, or applied science activities tailored to student strengths.

1:15–1:45 – Independent Academic Work
Self-paced practice with adapted curriculum (e.g., Adaptive Minds, IXL, or functional assignments like forms, journals, or budgeting worksheets).

1:45–1:55 – Social Skills / Movement Break
Guided peer interaction, role-play, or relaxation/mindfulness exercises.

1:55–2:15 – Enrichment Activity
Additional creative, technology, or group-based project.

2:15–2:30 – Wrap-Up & Reflection
End-of-day review, self-assessment, relaxation (yoga, music), and reflection: “How was your day?”

Full-Time Enrollment Option

• Schedule: Monday–Friday, 8:30 AM – 2:30 PM

• Instructional Model: 5 days of small-group instruction plus 1 day of individualized support

• Curriculum: Developmentally appropriate, adapted to each child’s learning style

• Attendance: Mandatory with valid excused absences required

• Learning Format: Face-to-face, interactive instruction with integrated hands-on activities