Coastal Academy GNETS Services

Welcome to a therapeutic learning environment!

At Coastal Academy, we believe in the dignity and worth of every individual, the right of every student to have the opportunity to develop intellectually, socially and emotionally to their fullest potential, and that we are all students who can learn.Coastal Academy is proud to be one of only twenty-four programs that together form the Georgia Network for Educational and Therapeutic Support. The GNETS mission is to support the local school systems’ continuum of services by providing comprehensive special education services and therapeutic support to students with severe emotional and behavioral disorders and students with Autism. The programs provide comprehensive educational and therapeutic support services to students who might otherwise require residential or other more restrictive placements due to the severity of one or more of the characteristics of the disability category of emotional and behavioral disorders (EBD). In 1970, the first GNETS program, the Rutland Center, was established in Athens to serve as a prototype for the statewide network that now exists. Based on a model developed by Dr. Mary M. Wood, the program was funded by the State of Georgia and the U.S. Department of Education to serve students from two to 14 years of age. Additional pilot programs were initiated in Brunswick and Savannah in 1971. By 1976, 24 GNETS programs were established throughout Georgia and then expanded to serve adolescents over the age of 14 in 1979.Students receiving services through a GNETS Program are referred by their local school system through the Individual Education Program (IEP) process. An IEP team may consider in-class services by a GNETS program for a child with an emotional and behavioral disorder based upon documentation of the severity of the duration, frequency and intensity of one or more of the characteristics of the disability category of emotional and behavioral disorders (EBD). This documentation must include prior extension of less restrictive services and data which indicate such services have not enabled the child to benefit educationally. For children receiving in-class services, local schools are actively involved and exit criteria are developed upon entry into the GNETS program.


Coastal Academy GNETS Services provides therapeutic and educational services to members of our learning community which includes students, staff, parents, and all stakeholders in Bryan, Camden, Glynn, Liberty, Long, and McIntosh counties. We will provide the following through the use of data driven accountability and research based interventions:

·         Indirect Services:

o   LEA consultations with Functional Behavior Assessments and Behavior Intervention Plans

o   Professional learning

o   Student and staff observations

o   Parent consultation and training

·         Direct Services:

o   School-based transition classes

o   Center-based classes

o   Social skills instruction

o   Counseling services from a licensed, professional counselor

o   Tele-Health/mental health support services

          o Academic instruction and remediation.


Coastal Academy GNETS Services provides a learning community to enhance and empower lives.

  • We believe that every child can learn the skills necessary to become productive members of society.  We believe that when a student is experiencing difficulty learning these skills, an effective teacher will find an approach that will enable the child to be successful.
  • We value caring and respectful relationships and believe that they are essential in the academic and emotional growth of children.
  • We value the individuality of children. We believe that effective teachers are those who are tolerant of their students’ differences and tailor their academic and therapeutic instruction to the interest and needs of their students.
  • We value responsible, socially acceptable behavior.  We believe that teachers can be life changing when they consistently have high expectations for their students’ behavior.
  • We value the role of parents and believe that parents deserve the support of the school in their efforts to raise their child.
  • We value quality standards-based instruction. We believe that students can attain academic excellence when teachers consistently have high expectations for academic achievement.


Our students will

  • make significant gains in the area of reading as measured by a variety of local and state assessments.
  • make significant gains in the area of math as measured by a variety of local and state assessments.
  • develop skills that enable them to transition successfully to employment and/or appropriate post-secondary options.
  • return to the least restrictive environment with success.
  • Core Array
  • Therapeutic Classes
  • Parent Consultation
  • Comprehensive Evaluation: Assessment of student needs includes family history, academic, and psychological evaluation
  • Coordination of Services with other Agencies: A social worker is available to assist families in dealing with other state or local agencies such as Juvenile Court, Department of Family and Children Services, Social Security, Georgia Regional Hospital, Vocational Rehabilitation, or private psychiatric services.

Services include a range of classroom placements as well as consultative services to the students' home school teachers and administrators.  We provide educational and therapeutic services to students through academic and psychological testing, individual, family, group counseling, and crisis intervention.  An important aspect of our program includes parent services to help support parents and assist them in obtaining resources to meet the challenges of raising a child with an emotional and behavioral disorder or a child with Autism. 

PBIS School

Our program subscribes to the Positive Behavior Intervention Support program, school-wide. Currently, we are in our fourth year of the Operational Stage. We make use of this prevention program to transform the climate of our school, to encourage successful transition back to the LRE, and to help students meet their exit goals for the program. Students are taught through modeling, positive reinforcement, and specialized instruction. Our expectations are posted throughout our sites. We are seeing enormous success with PBIS and now other schools are following our example. Click the following link to understand more about PBIS.