Description of Programs

Description of Programs

Alternate Assessment 12:1:4

(Intensive Habilitation/Guided Curriculum)

Alternate Assessment 12:1:4 is designed for students with severe handicapping conditions, ages 12.9 to 21, who require intensive special education instructional services. These students demonstrate severe management needs which require adaptive modifications, sensory stimulation, health services, and therapeutic intervention on a full-time basis. Based upon students’ individual needs, adaptive devices and equipment are provided in the special classes to assist students in benefiting from education. Parent counseling/education is provided to enable parents to perform appropriate follow-up activities at home. Related services (e.g. Occupational Therapy, Physical Therapy, Speech Therapy, Vision, Hearing, Orientation and Mobility Education services), adaptive physical education, toilet training and travel training are available to students on an Individual Education Program (IEP). Students in these programs meet the eligibility requirements for twelve-month programming. For limited English proficient students, the native language is used as the primary language of instruction in cognitive, academic and social areas while the students learn English. The IEP goals indicate the language of instruction (e.g. native language, English as a Second Language) in each subject area. These goals are based upon the student’s achieved levels of language proficiency.

The program provides intensive instruction that actively engages students in a set of learning tasks. This program focuses on developing students’ ability to function as independently as possible in a variety of settings, including school, home and community.

Alternate Assessment 12:1:1/8:1:1

(Occupational Education Skills)

Alternate Assessment 12:1:1/8:1:1 is designed for students with handicapping conditions, ages 18 to 21, which require special education instructional services in a specialized environment in order to prepare for supported employment. The specialized environment provides a highly intensive management system that operates in the school, at work site (12:1:1 only) and through activities conducted in the community.

This program provides highly intensive instruction that actively engages students in a set of learning tasks appropriate to their total educational development. The instruction emphasizes an occupational curriculum approach such that students develop the necessary social, communicative and functional academic behaviors needed for adjustment in supported employment and sheltered workshop environments. Emphasis is placed on both generic skills related to work and on specific job-skill training through work-study program experiences in areas or simulated workshops. This service category integrates all activities into an occupational framework. The program includes shop experiences in areas such as, but not limited to; building maintenance, clerical, publications, food services, messenger services, photo journalism, self-advocacy, art and humanities and assembly production. Systematic management and supervision are throughout the instructional day. This service category provides behavior management, job development, family work, outreach, crisis intervention and attendance services.

This service category emphasizes four (4) learning areas; (a) occupational skill development in preparation for supported employment and non-competitive employment in agency-sponsored settings; b) social skill development in terms of social competencies needed for independence and positive interactions in the environment; (c) functional academic skill development and (d) independent-living skills. The service category does not provide a course of study that leads to a high school diploma. Students can remain in school until 21 years of age and can receive a certificate or an annotated Individualized Education Program Diploma. Students in these programs meet the eligibility requirements for twelve-month programming. Physical Education and Travel Training are available to students on an individual basis and must be specified on the Individual Education Program. Students in the 12:1:1 program participate in the off-site work-study program up to five (5) days a week.

For the limited proficient students (ESL and ELL), the native language is used as the primary language of instruction in cognitive, academic and social areas while the student learns English. The Individual Education Program goals indicate the language of instruction (e.g. native language, English as a second language) in each subject area. These goals are based upon the students’ achieved levels of language proficiency.

Alternate Assessment 12:1:1/8:1:1

(Functional Academics with Social Skills Emphasis)

Alternate Assessment 12:1:1/8:1:1is designed for student ages 14.9 to 21 that demonstrate severe emotional/behavioral disturbance, function in the retarded range and require special education instructional services in a specialized environment. The specialized environment provides intensive supervision in the school and activities conducted in the community.

This service category provides highly intensive instruction that actively engages students in a set of learning tasks appropriate to their total educational development. Counseling, speech and language services that are specified on the Individual Education Programs are integrated with the instructional program. This service category focuses on developing students’ abilities to interact socially as independently as possible in classroom, school and community settings. A behavioral-management program is planned for each student. This service category provides systematic instructional management and close supervision throughout the school day. The instructional services stress the generalization of skills beyond the classroom with the students by encouraging participating in the instructional program whenever appropriate.

This service category emphasizes five learning areas: (a) personal behavioral skills in developing self-control and improving interactions with others, (b) functional academic skills of managing activities in the school, home and community, (c) communication ability of developing communication systems that increase independent functioning, (d) functional living skills that encourage independent functioning and (e) career awareness and skill development in preparation for an occupational/career program. This service category does not provide credit-bearing coursework at the secondary level. Physical Education and Travel Training are available to students on an Individual basis and must be specified on the Individual Education Program.

Students in this program will learn job-related skills at the school setting before entering the off-site work-study program. Some students will be eligible for part time off-site works-study program. Students in this program meet the eligibility requirements for twelve-month programming.

For limited English proficient students (ESL & ELL), the native language is used as the primary language of instruction in cognitive, academic and social areas while the student learns English. The Individual Education Program goals indicate the language of instruction (e.g. native language, English as a second language) in each subject area. These goals are based upon the students’ achieved levels of language proficiency.

Alternate Assessment 6:1:1

Alternate Assessment 6:1:1 designed for student ages 12.9 to 14.9 that demonstrate Communication problems (e.g., using and understanding language), Difficulty relating to people, objects, and events, Unusual play with toys and other objects, Difficulty with changes in routine or familiar surroundings and Repetitive body movements or behavior patterns.

This service category emphasizes academic instruction, special education programs for students with autism/PDD focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning often require the assistance of a professional who is particularly knowledgeable in the autism field to develop and help implement a plan which can be carried out at home and school.

Children with autism or PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak; others have language that often includes repeated phrases or conversations. Children with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts. Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well. Unusual responses to sensory information—for example, loud noises, lights, certain textures of food or fabrics—are also common.

Standardized Assessment Inclusion Program
(Intensive Social and Emotional Needs)

Standardized Assessment Inclusion Program is designed for students with emotional disturbances, ages 11to 11that require special education instructional services in a specialized instructional environment.

This service category provides systematic management and supervision throughout the instructional day. This service category provides behavior management, crisis intervention, guidance, social work, family work, outreach and psychological services. Counseling is an integral part of the program and is provided to individual students as specifies on the Individual Education Program. Programmatic counseling provides liaison with agencies, development and implementation of behavior management strategies and coordination of services. Parent counseling/education is provided to enable parents to perform appropriate follow-up activities at home. Communication with non-English speaking parents is provided in the native language.

The program emphasizes the development of:

(a) skills in developing self-control and improving interactions with others;

(b) behaviors needed for school adjustment and post-school adjustments;

(c) academic competencies to meet the promotional standards; and

(d) career/occupation skills

The emphasis is on attaining independent life skills, skills needed to pass standardized exams and eventually achieving decertification from special education. Students in these programs meet the eligibility requirements for twelve-month programming.