The Students in Transition Educational Program (STEP) is a short-term, school-based program that provides academic support, executive functioning development, and targeted social emotional instruction for students whose challenges impact attendance, engagement, or classroom success.
STEP supports students who are struggling with personal, emotional, behavioral, or external circumstances that interfere with their ability to attend school regularly or participate successfully in classes. Program enrollment decisions are made by the school team in collaboration with families.
STEP classrooms are located at Emmaus High School and Lower Macungie Middle School. The high school classroom serves students in grades 9–12, while the Lower Macungie classroom serves all middle-level students in the District who are enrolled in the program.
Students follow the traditional daily school schedule that includes academic coursework, social emotional skill development, regular breaks, and individualized supports. Instruction is combined with activities focused on self-regulation, coping strategies, mindfulness, resiliency, and executive functioning.
STEP is intended to be a short-term intervention, typically lasting 2–6 weeks. However, the length of the program may be adjusted based on student needs, progress, and team recommendations.
Each student’s plan is developed collaboratively with the student, parent/guardian, and school team during an intake meeting. The plan outlines goals, action items and the supports needed for success.
Yes. Students maintain their academic schedules while enrolled in the STEP program. Support is available from the STEP teachers.
Support may include full-day or partial participation in STEP, homeroom or small group enrollment, or check-in/check-out. Levels of support are flexible and determined by each student’s individual needs.
Students enrolled in STEP are expected to attend school daily and actively participate in their action plan. Attendance is a key component of progress.
Progress is regularly monitored by STEP staff and reviewed with students and their families. Adjustments to the plan may be made based on student growth and needs.
Referrals are initiated by the school team, often through the MTSS or student support process. Families work with administrators, counselors, and STEP staff to determine whether STEP is appropriate.
Yes. STEP has limited capacity, and enrollment decisions are based on student need, current caseload, and the appropriateness of the program for the student.