“Why do kids have to fail before they get support?”

That question, asked years ago by one of our teachers, became the seed for something extraordinary—a classroom built entirely around early intervention, compassion, and possibility.

Welcome to Itasca, a new clinical classroom at Franklin Center designed especially for our youngest learners: students with autism or related neurodiversities who need the highest level of support as they begin their educational journey.

At its core, Itasca is about giving children the gift of time—time to develop foundational communication, regulation, and school readiness skills in a setting built just for them.

Building a Place for Every Learner

The idea for a clinical classroom has been years in the making, shares Lizzy Freese, Therapy Services Associate Director.

“We always imagined a place where our kids who need more one-on-one support could start their journey. We knew Franklin Academy did academics well, and we knew the Therapy program did clinical treatment well. The question was—how do we bring those worlds together?”

Itasca was born from that vision: to create a classroom for children who aren’t yet ready to succeed in a traditional school environment, but who have endless potential once the right supports are in place.

“With this classroom,” says Itasca Teacher Ms. Anita, “we’re able to offer that—and expand who we serve.”

Many Itasca students have tried school elsewhere and struggled. Others are just starting out, with emerging language and communication skills. What they all share is a need for a bridge—a gentle, intentional space that helps them grow into the rhythms and expectations of learning.

Inside the Itasca Classroom

In Itasca, each morning begins with routine and structure:

 Students hang up their belongings, sign in, and choose a reinforcement activity—something that makes them happy and ready to learn. They join their Franklin Academy peers in Motiv8, our Lower School morning movement time, before heading back to the classroom for morning meeting, where community building begins.

The students greet one another, share how they’re feeling, and practice “whole body listening”—hands still, eyes watching, ears listening. There’s a calendar routine, weather check, and announcements, all supported by visuals and modeling.

After a quick movement break, students rotate through small-group reading and math sessions—short, purposeful bursts of learning that blend direct instruction with play and fine motor work. 

Later, the class gathers for social-emotional learning, exploring how to recognize feelings, solve problems, and get back to the “green zone”—that calm, ready-to-learn state.

And when the day calls for flexibility, Ms. Anita and her team are ready to pivot.
“If everyone’s a little dysregulated,” she says, “we head outside, go to the sensory gym, take a reset.” Learning happens best when kids feel safe and supported.

The Clinical-Academic Bridge

What makes Itasca truly unique is how seamlessly it blends clinical therapy and academic instruction. 

Each student has individualized behavioral and academic goals, and each receives one-on-one support, all day long. Staff collect daily data to track growth and guide plans.

And, every member of the team plays a role—teachers, clinicians, and one-to-one support staff working side by side. As Ms. Anita says, “It takes a village.”

“In a traditional classroom, I’d have to focus on grade-level standards,” Ms. Anita explains.

“But for these kids, the most important goals are foundational—sitting for a few minutes, taking turns, following directions, staying regulated. Once those are in place, academic learning comes more naturally.”

She smiles as she describes the work: “We’re able to really scaffold things down… or up… or sideways… whichever way we need to go… and make it successful for them.”

In Itasca, lessons are creative, adaptive, and hands-on. You might see students counting real coins during math, singing phonics songs, or exploring sensory art projects. The classroom environment itself is designed for calm and focus—low lighting, lofi music, flexible seating, sensory tools, and plenty of visual supports.

The Gift of Time

For some families, the creation of Itasca offers something that many thought was out of reach: a school where their children are not only accepted, but celebrated.

Itasca gives them that place. “It gives us time to figure out the child—what they need, what motivates them, what helps them feel safe,” shares Ms. Anita. 

Students can stay in the Itasca classroom for up to three years, with the goal of eventually transitioning to Franklin Academy or another school setting. “If they leave here regulated, confident, and curious about learning,” she says, “then we’ve done our job.”

A Community That Believes

Creating Itasca wasn’t just about adding another classroom. It was about fulfilling Franklin Center’s commitment to serve neurodiverse learners, no matter where they begin.

Ms. Anita has always been perplexed;

“Why do kids have to fail before they get support? Why can’t we bring all the supports up front—and fade them back when they’re ready?”

That philosophy now lives and breathes inside the Itasca classroom. Every day, students walk through the door to a team that sees their potential first.

“We allow the kids to be kids,” Ms. Anita says simply. “Above all, I want them to be themselves,  and think that coming to school and learning is fun.”

Published on 11/10/2025