Specialized Support. Strategic Transitions. Proven Outcomes.

Specialized Support. Strategic Transitions. Proven Outcomes.

CHC’s Non-Public Schools (NPS) 


Children’s Health Council (CHC) operates two California Department of Education-certified Non-Public Schools:

  • Esther B. Clark School (EBC) – Grades K–12
  • Sand Hill School (SHS) – Grades 2–8

Together, these programs serve as critical options for students with emotional, behavioral, and learning challenges whose needs cannot be met in a traditional classroom setting.

Esther B. Clark Schools (EBC)

Therapeutic Day Schools | Grades K–12 | Palo Alto & San Jose

EBC serves students with significant emotional and behavioral challenges. With integrated therapeutic services, individualized academic instruction, and strong family collaboration, students build coping strategies, self-regulation skills, and confidence.

Key Program Features:

  • Low student-to-staff ratio
  • Specialized Academic Instruction in all content
  • Mental health professionals on-site
  • Behavior intervention planning and implementation
  • Trauma-informed, strengths-based framework
  • Close partnership with district IEP teams
  • Transition planning for reintegration or step-down placement

Sand Hill School (SHS)

Specialized Learning Environment | Grades 2–8 | Palo Alto

SHS supports students with ADHD, dyslexia, school-based anxiety, ASD and related learning differences. Now certified as an NPS, SHS offers a focused academic environment that fosters self-esteem, skill building, and readiness for reentry to district settings.

Key Program Features:

  • Small class sizes and targeted instruction
  • Executive function coaching and remediation
  • Social-emotional learning integrated throughout
  • California standards-aligned curriculum
  • Expertise in transitions and student reintegration

A Continuum of Support Within CHC


CHC’s NPS programs are uniquely positioned to offer continuity of care and academic support within one organization. For some students, EBC provides a highly structured, therapeutic start. As progress is made, SHS may serve as a step-down placement before returning to a district school. This seamless internal transition minimizes disruption while maintaining individualized attention and progress monitoring.

Placement & Contact

Placements in both schools occur via IEP team decisions. Our team partners with districts at every stage—from intake and goal-setting to progress updates and transition planning.

To explore NPS placement options at CHC: