Individual (Home/hospital) instruction is available for any student who has a medical determination that requires an absence from school longer than 5 days. Instruction is provided in the home or hospital five hours per week, for a maximum of 45 days with a physician's documentation, to assist the student in completing classroom assignments. The medical evaluation must be made by a physician or psychiatrist. Applications are available at each school site. See your School Counselor or Administrator for more information.
Inclusive Education is a program placement option where the student with special needs attends his/her home school, attends classes with same-aged peers, and participates in school and community activities which maximize the social development of everyone. Curriculum adaptations provide the Inclusive Education student with instruction appropriate to meeting the goals and objectives of the Individualized Education Program (IEP).
Services are designed to be an intensive program for students 3-22 years of age. Key program components include utilization of a team approach incorporating health services, mobility enhancement, and a functional life skills curriculum. The primary focus is to develop an individualized education program that maximizes each student's abilities and level of independence. In order to facilitate the student's abilities and level of independence. In order to facilitate the student's mobility, specialized curriculum is incorporated.
When a special education student cannot be served in the public school program within the District, within the county programs, or within state residential facilities, the Board of Education may approve placement in a State certified/licensed facility.
(Pre-vocation Recreation Education Productive Adult Readiness Experience)
The goal of these students is to maximize their independence in survival, independent living, community awareness, self-help and employment skills. The academic curriculum's emphasis is one of alignment with life skills such as money handling, time telling, accessing community resources, caring for self, solving problems, reading symbols, icons, other life skill and vocationally based activities that lead to employment. Our two classes are PREPARE I (Functional Life Skills) and PREPARE II (Independence & Work Readiness).
The Resource Specialist Program (RSP) provides direct and/or indirect IEP driven special education instructional services to students who spend the majority of their school day in the regular classroom. Instruction is provided by the RSP teacher and/or the instructional aide in a resource room or in the regular classroom in collaboration with the regular education teacher.
Special Day Class (SDC) enrollment provides for special education students whose IEP goals and objectives indicate the need for the student to spend the majority of the school day in a special class with a Special Education teacher. SDC classes are located at several schools in the District and serve special education students from a specific geographical area. There are two types of SDC classes: Less Intensive and More Intensive.
Services include instruction that parallels the general education curriculum, presented at a considerably modified pace, along with significant modifications and requiring a wider range of instructional materials and strategies provided by a special education teacher and support staff. Students in this program require a higher staff to student ratio than is found in general education, but not to the degree necessary for the More Intensive (MI) Program, as these students have mastered or nearly mastered "learning to learn" skills. Instruction is provided in a large group format, and practiced in small group and independent formations as appropriate. Student modifications and accommodations are made per student IEP, resulting in a greatly reduced need for 1:1 instruction. Students may take any of the standardized State assessments with necessary accommodations made per the IEP. The overall focus of the program is primarily academic.
Services include intensive instruction for students with a severe disability. Intensive instruction includes a higher staff/student ratio than what is typical of a Less Intensive (LI) program. There is also more individual and small group instruction provided by a credentialed special education teacher and support staff. The functional curriculum follows California State Content Standards as outlined in the SEACO (Special Education Administrators of County Offices). The curriculum guide and assessments are significantly modified. These students will typically take the CAPA (California Alternate Performance Assessment) instead of the grade-level based SBAC tests, and typically score below basic or far below basic when compared to other students with special needs. The overall focus of the program is the development of learning to learn skills including compliance, attending, participation and the improvement of functional life skills in order to maximize independence while integrating individual and small group instruction addressing core academics.
The District may refer a student to a state-operated school when additional assessment is required or a residential program is needed to implement the IEP. State-Operated Schools are located in Riverside (School for the Deaf), Fremont (School for the Deaf, School for the Blind, and Neurological Diagnostic Center), and Fresno (Neurological Diagnostic Center). In order to be referred to these programs, the District must demonstrate that the student needs services that cannot be provided within the District's continuum of special education services.
TLC classes are for K-12 students who demonstrate a direct correlation between poor educational performance and an emotional impairment which could be supported through placement in a therapeutic environment. The curriculum in these classes has an academic focus with intensive instruction on development of behavior management and appropriate interpersonal skills. The classes are taught by teachers with a special education credential. The programs may be augmented by services from school counselors, psychologists, mental health professionals and other behavioral health staff as appropriate. IEP teams may determine this program to be the most appropriate placement for a student who exhibits an emotional disturbance and requires support in both educational and mental health areas.