Rise Above

Rise Above providers offer and provide indirect consultative services and direct consultative services. In that work, Rise Above directly provides services, or connects parents and programs to supplemental services and/or related service providers, in areas including but not limited to: Education Therapy, Counseling, Academic Advising, Advocacy, and Transitions. Additionally, Rise Above offers advocacy services that support school programs monitor and manage compliance and connects parents to process support and guidance as well as professional training and curriculum development services for a variety of disciplines and industries besides education. 

It is important to note that Rise Above’s programs and practices are designed to conform and comply with the following federal regulations and their state counterparts: Section 504 of the Rehabilitation Act of 1973 (Section 504), Individuals with Disabilities Education Improvement Act (IDEA), Family Education Rights and Privacy Act (FERPA), and Health Insurance Portability and Accountability Act (HIPAA).


The Rise Above: Education Therapy Program is based on an internally developed, strengths-based Enrichment Model. To us, Enrichment refers to “a positive biological response to a contrasting environment, in which measurable, synergistic, and global changes have occurred” (Jensen, 2006). According to Jensen, an enriching learning environment affects the brain in the following ways:

  1. Metabolic Allostasis (changes in blood flow, baseline chemical levels, and metabolic functioning)
  2. Enhanced Anatomical Structures (more developed neurons)
  3. Increased Connectivity (more branches between neurons)
  4. Responsiveness and Learning Efficiency (enhanced signaling, efficiency, and processing)
  5. Increased Neurogenesis (new brain cells and special proteins)
  6. Recovery from Trauma and System Disorders (capacity to prevent or heal stress)

Utilizing a systematic but individualizable approach, Education Therapists and Case Managers use the tenets of Enrichment to address the following executive functioning skills (Dawson & Guare, 2010): 

  • Planning—The ability to create a roadmap to reach a goal or to complete a task.
  • Organization—The ability to design and maintain systems for keeping track of information or materials.
  • Time Management—The capacity to estimate how much time one has, how to allocate it, and how to meet deadlines.
  • Working Memory (i.e. Recall)—The ability to hold information in mind while performing complex tasks.
  • Metacognition—The ability to stand back and take a bird’s-eye view of oneself in a situation.
  • Response Inhibition (i.e. Impulse Control)—The capacity to think before you act (regulate impulses).
  • Emotional Control (i.e. Self-Regulation of Affect)—The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior.
  • Sustained Attention (i.e. Concentration)—The capacity to attend to a situation or task in spite of distractibility, fatigue, or boredom.
  • Task Initiation (i.e. Motivation)—The ability to begin a task without undue procrastination, in a timely fashion.
  • Flexibility (i.e. Adaptability)—The ability to revise plans in the face of obstacles, setbacks, new information, or mistakes.
  • Goal-Directed Persistence (i.e. Drive)—The capacity or drive to follow through and complete goals without being put off by other demands or competing interests.
  • Teamwork (i.e. Empathy)—The ability to understand the perspective of another, in an effort to sense and relate to their feelings and coupled with the will to respond appropriately, to work collaboratively toward a common objective.

We currently have the following program offerings:

1. Supplemental Academic Programs

Supplemental Numeracy Program
Designed to provide students with exposure to formal, high-quality numeracy instruction in: Arithmetic (Numbers and Operations, Algebra (Patterns, Functions, and Symbology), Measurement (Geometry and Trigonometry), and Statistics (Data Analysis and Probability). It introduces learners to the fundamental nature and function of numbers and how they are used to define and refine the world in which we live. This process is designed for secondary students who require remediation or accommodation or elementary students looking for enrichment.

Supplemental Literacy Program (Composition)
Designed to provide students with exposure to formal, high-quality literacy comprehension instruction in: Fluency (Phonology and Graphology), Vocabulary (Greek and Latin Roots), Literary Synopsis (Facts, Sequence, and Context), and Literary Analysis (Main Idea, Inference, and Conclusion). It introduces learners to the fundamental phonology and graphology of letters and the way they combine to represent increasingly complex ideas (from vocabulary words to multi-paragraph narratives and expositions). This process is designed for secondary students who require remediation or accommodation or elementary students looking for enrichment.

Supplemental Literacy Program (Composition)
Designed to provide students with exposure to formal, high-quality literacy composition instruction in: Spelling (Graphology and Morphology), Punctuation (Ending and Compounding), Grammar (Parts of Speech, Agreement, Capitalization), and Syntax (Diction, Clauses, and Phrases). It introduces learners to the fundamental graphology and morphology of letters and the proper ways they can be combined to represent increasingly complex ideas (from spelling words to grammatically correct multi-sentence constructs). This process is designed for secondary students who require remediation or accommodation or elementary students looking for enrichment.

2. Individualizable, Inquiry-Based, Interdisciplinary Learning Program (ILP)

This supplemental curriculum program integrates the principles and tenets of personalized learning, inquiry-based learning, and interdisciplinary, project-based learning methodologies. It can be molded and adapted to serve multiple functions, including: an alternate curriculum for students with disabilities, a GED preparation curriculum, a compensatory education services program, or a project-based, diploma-track curriculum for nontraditional secondary students. The core principles of this program’s design are further enumerated in the program proposal.

Instead of focusing on mutually exclusive subjects in a call-and-response forum, therapeutic educators focus on teaching students how to deconstruct and integrate learning systems, disciplines, and engage in the multiple forms of dialogue used to describe them. By actively engaging in such a process, students can gain the skills to draw rational and relevant conclusions, clearly communicate their thought process, and provide accurate and precise resolutions to different kinds of problems or questions. These skills would not only provide them with the ability to engage in any type of dialogue about any kind of problem, but also the ability to ask the right clarifying questions in order to effectively construct a gestalt that provides them with reasonable and relevant contributions.

The ILP is sectioned into five distinct disciplines: (1) Academics/Philosophy of Learning, (2) Humanities (History, Literature, and Social Studies), (3) Physical/Technical Sciences, (4) Mathematics, and (5) Performing Arts (Theory, History, and Practice).


This program is a student-centered, self-directed English language learning program. It focuses on phonology and etymology applicable to formal, academic English. The program covers: Consonants, Consonant Blends, Vowels, Greek Roots, Latin Roots, and English Affixes. This program is designed primarily for secondary and postsecondary (adult) users who struggle with dyslexic reading behaviors. The core aim of the CRP is to align the visual and auditory processing mechanisms associated with reading so that the eyes and ears work together to process and comprehend verbal stimuli.


This program is a student-centered, self-directed English language learning program. It focuses on the graphology and morphology applicable to formal, academic English. The program covers: Standard Script, Cursive Script, Punctuation, Pronunciation, and Spelling. This program is designed primarily for secondary and postsecondary (adult) users who struggle with dysgraphic writing behaviors. The core aim of the CWP is to align the visual and motor processing mechanisms associated with writing so that the eyes and hands work together to plan and complete handwriting exercises or tasks.


This program is a student-centered, self-directed Number language learning program. It focuses on the quantitative and qualitative aspects of number and Mathematics. The program covers the fundamentals of: Number and Number System, MoneyTime, Tone, Direction, and Degree. This program is designed primarily for secondary and postsecondary (adult) users who struggle with dyscalculia or the symptoms thereof. The core aim of the CNP is to align the concepts of verbal language with number language mechanisms.

6. College Prep Portfolio

This program is a student-centered, portfolio development project that is designed to help students prepare for the transition from secondary to postsecondary education contexts. To that aim, the portfolio includes various activities in the following categories: Academic Exploration, School Exploration, Social Life Exploration, Career Exploration, Test Preparation, Admissions (Personal Statement, Interviews, Auditions, etc.), and Financial Aid (Scholarships, Loans, and FAFSA). The goal is for rising sophomores, juniors, and seniors to identify and develop materials and skills that they can use during and beyond their college experience in their academics, careers, and social lives.


This program currently features research-based discussion and explication of the models and methods driving our curricular and instructional programs. Topics include, but are not limited to: The Enrichment Paradigm, Curriculum, Instruction, Assessment, Literature, Law, Special Education, Social-Emotional Learning, and Therapeutic Methodology. The programs and documentation are designed for teachers, parents, providers, instructors, tutors, administrators, and any group or individuals seeking to enhance their understanding of the multi-dimensional education environment in which our children are being reared and conditioned.


Dawson, Peg & Guare, Richard (2010) Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention, 2nd Ed. New York: The Guilford Press
Eide, B., & Eide, F. (2006) The Mislabeled Child: Looking Beyond Behavior to Find the True Sources—and Solutions—for Children’s Learning Challenges. New York: Hyperion
Howard, P. J. (2006) The Owner’s Manual for the Brain, 3rd ed. Texas: Bard Press
Jensen, Eric (2006) Enriching the Brain. California: Jossey-Bass
Kauffman, J. M. & Landrum, T. J. (2006) Children and Youth with Emotional and Behavioral Disorders. Texas: Pro-Ed
Marzano, Robert J. (1992) A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria: Association for Supervision and Curriculum Development
Newcomer, Phyllis (2003) Understanding and Teaching Emotionally Disturbed Children and Adolescents, 3rd ed.. Texas: Pro-Ed
Pierangelo, R. & Giuliani, G. (2007) The Educator’s Diagnostic Manual of Disabilities and Disorders. California: Wiley
Postman, Neil & Weingartner, Charles (1969) Teaching as a Subversive Activity, New York: Dell Publishing Co.
Quail, K. J. II (2018) Class—Deconstructing the School-Based, Psychosocial Learning Environment to Serve the 21st Century Inclusive Classroom, National Association of Special Education Teachers: https://www.naset.org/index.php?id=4837#c35927
Ratey, John J. (2001) A User’s Guide to the Brain. New York: Vintage Books
Weinfield, R. & Davis, M. (2008) Special Needs Advocacy Resource Book. Texas: Prufock Press, Inc.
Wolf, Peter & Hughes, Julia Christensen (2007) Curriculum Development in Higher Education: Faculty-Driven Process and Practices. Ann Arbor: Wiley Periodicals, Inc.


The Rise Above: Holistic, Comprehensive Counseling Program is based on the American School Counseling Association (ASCA) National Model, which integrates academic, career, social-emotional and personal development.  The ASCA school counseling model defines methods and protocols that address developmental needs, from Kindergarten through 12th grade, and can be implemented while maintaining academic rigor.  The program currently consists of the following components: 

  1. School Counseling Curriculum
  2. Individual Student Planning
  3. Responsive Services
  4. System Support

The program is systematic in its approach.  All aspects are clearly organized and defined to ensure compliance and accountability. Rise Above School Counselors utilize collaboration—with teachers, parents/guardians, administrators, students, community businesses and stakeholders—to develop, implement, and evaluate all components of the Rise Above: Holistic, Comprehensive Counseling Program. The collaborative process is utilized to infuse counseling techniques and principles into every aspect of students’ daily lives, ensuring that they all have the opportunity to fully participate in the educational process. 


American School Counseling Association (2005). The ASCA National Model: A framework for school counseling programs, 2nd ed. Alexandria VA: American School Counseling Association
Geysbers, N. C., & Henderson, P. (2012). Developing & Managing Your School Guidance & Counseling Program, 5th ed. Alexandria, VA: American School Counseling Association.