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Education for Youth in IOP/PHP

Call us today at 940.360.4245 to schedule an appointment!

“The vast majority of students who enroll in PHP/IOP programs do so as a result of school related anxiety. This anxiety is caused by other students, staff, and/or the work. Admitting into Connections Wellness Group for therapy services offers students a break daily from the stressors caused by other students and offers an opportunity for them to learn coping skills. However, when students remain enrolled in their school, they are still faced with two of the three major stressors. Our goal is to take this burden from them while still providing a meaningful educational experience; in which each student shows progression.” Autumn Stewart
view of the back of a male child's head as he sits in a classroom with teacher out of focus at front of room

Connections Wellness Group is a Candidate for Accreditation with NCA CASI, NWAC and SACS CASI.

Education Mission Statement

CWG K12 offer students the opportunity to gain hope and find their love of learning.

Education Goals

  • Students will experience the value of diversity in cultures, backgrounds, and abilities.

  • Students will have the opportunity to realize their own potential.

  • Students will understand how to develop higher-order thinking skills.

  • Students will develop and implement executive functioning skills that will provide them
    with the necessary skills to be successful moving forward.

  • Students will experience learner-centered practices.

  • Students will have in-depth knowledge of how to set, plan, achieve, and evaluate SMART

  • Students will be engaged in learning in such a way that will build self-confidence and a
    love of learning.

  • Students will experience individualized instruction that is tailored to meet their academic
    and non-academic needs.

  • Students will be assessed on a balanced system of both social/emotional learning and
    product/project creation.


The option that is best for the child will likely depend on the student’s grades and the student’s academic situation.

  • (Option A) Some districts will require that certain students unenroll from their school and enroll with Connections Education Services.
  • (Option B) while others require that students stay enrolled in their school and simply complete the schoolwork provided during the time in programming.

We recommend that all clients communicate with their school’s counselor to see what assistance will be offered to the student and what steps need to be taken moving forward.

Option A includes social-emotional learning through a project-based learning approach by the name of Learning and Flow ™. This approach incorporates social-emotional learning guided lessons, emphasis on gaining executive functioning skills, as well as teaching useful coping skills that will be beneficial for students to use in the classroom upon returning to school.
Students on option B will be working on their assigned schoolwork during school hours. Students/Parents will be responsible for communications with teachers and counselors from their child’s home campuses. Connections Wellness Group teachers will assist students as needed with their assigned schoolwork.
Initially, it is of high importance that parents first contact their child’s school counselor prior to their student admitting into the program. However, students and their parents on option B will be required to maintain contact with their child’s school to exchange and receive schoolwork
We recommend contacting the school counselor.
Connections Wellness Education will provide all students with a list of recommended accommodations for the student upon discharge. A document that explains how to obtain a 504 behavior accommodations plan will be given along with recommended accommodations.
Grades earned on option A will be sent back to the student’s home campus by our school counselor.

Curriculum: Learning in Flow™

Pedagogy: Holistic child approach

  • Personalized learning: A progressively student-driven model where students deeply
    engage in meaningful, authentic, and vigorous challenges to demonstrate desired

  • Inquiry Driven Facilitation

  • Student-centered learning

  • Social-emotional learning

  • Executive functioning

  • Socratic questioning/metacognition

  • SMART goals

  • Mindfulness

  • Meditation

  • Professionalism

  • Project Based Learning

  • Independent study

  • Habits of Mind

  • Power of authenticity of engaged learners

“Learning in Flow is intended to be both the social/emotional and academic
curriculum for temporary placement learning environments. We want to help kids
understand that the only thing keeping them away from their dreams is setting a goal
and seeing it through. So how do we do that? We plan, strategize, evaluate, revise,
and plan more. In the process, we ask questions…. lots and lots of questions. We refer
to this as inquiry-driven facilitation. Learning in Flow is meant to be used as a guide
for both teachers and students as the student progresses through a short-term
placement setting. The program has seven complete weeks included. Since each
student is assigned a different length of time in short-term placement environments,
the program is based on their needs and is adjustable.” – Autumn Stewart

Option A

Withdraw from your school for the duration of treatment and enroll in CWG K12. Our
curriculum is designed specifically for students in short-term education situations.
Focusing on executive functioning, social-emotional skills and professionalism as a student
inside a project-based assignment, the curriculum is designed to give solutions for the
stressors stemming from school. We have ensured that processing skills incorporated into
every core course are included, enabling us to give transfer grades that can be accepted.
Your student will also leave with a completed transition plan to prepare them for catching up
when they return. This choice is unique to Connections and cannot be found anywhere

Option B

Remain enrolled in your present school during treatment. We will notify your school to
address any concerns about their attendance and to ask for teachers to be notified that
reduced assignments are appropriate due to the two hour time limit for education. It is the
student’s and parent’s responsibility to arrange the educational piece with the school
authorities. We will monitor your student to the best of our abilities to see that they are
working during the educational time. They will participate in some of the activities to help
their executive functioning and social/emotional skills, and they will leave with a transition
plan for return to school.

Our Team/Teachers at each location:


Christopher Bennett

Vice President of Education

Autumn Stewart

Director of Education

Diane Lowe

Registrar/ School Counselor


Abby Emerick



Amy Saenz De Viteri


LeAnn Burrows



Annie Fellman



Natalie Kennon



Ashlee Reese



Ashley Marshall


Mansfield (Coming Soon):

Mike Boelkins


Abby Emerick