|
Grade/Age Level
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Max # Students
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Program Name
|
Program Description
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Date
Est.
|
|
3 to 5 yrs.
|
12
|
Special Education Kids in Pre-School + (SKIP+)
|
The SKIP+ program is a full-day program for classified students using Applied Behavioral Analysis (ABA) techniques including discrete trail. The program is staffed with one teacher and two paraprofessionals. Physical, occupational and speech therapies are integrated within the classroom setting. Pull-out therapy services are available during the school day and based on the child’s IEP. A board-certified behavior analyst monitors behavioral programs for each student.
|
2006
|
|
3 to 5 yrs.
|
12
|
Special Kids in Pre-school (SKIP)
|
The SKIP program provides classified children within a preschool environment that addresses social, emotional, physical and cognitive needs. ABA principals are used as a foundation for all activities within this program. During the afternoon session general education students attend this program. A special education teacher and a paraprofessional staff the classroom. If more than nine students are enrolled, a second paraprofessional is required.
|
1999
2009
(expanded)
|
|
3 to 5 yrs.
|
18
|
Preschool and Early Education for Children in Hopewell (PEECH)
|
The PEECH program incorporates activities within the classroom based on a child’s individual learning style. The goal of the program is to provide an enriched preschool environment that meets the social, emotional, physical and cognitive needs of all students. The classroom is staffed by a special education teacher and a paraprofessional. Physical, occupational and speech therapies are integrated within the classroom setting. Pull-out therapy services are available during the school day and based on the child’s IEP
|
2005
|
|
Gr. K, 1, 2
|
12
|
Special K-1 - 2
|
Special K-1- 2 is provided for students with multiple disabilities. This class is supported with ABA principles and is designed to meet the significant needs of students in the areas of social emotional, physical and cognitive development. The classroom is staffed by a special education teacher and a paraprofessional. Physical, occupational and speech therapies are integrated within the classroom setting. Pull-out therapy services are during the school day and based on the child’s IEP.
|
2007
|
|
Kindergarten students
|
District Standard
≤50% spec. ed.
|
Collaborative Kindergarten
|
Collaborative Kindergarten serves both classified students and typically developing children in an integrated setting. Collaborative Kindergarten provides additional support to students moving from the preschool to elementary school programs. Pull out therapies are available during the school day and based on the child’s IEP. A general and special education teacher staff the kindergarten program. In addition, the special education students eat lunch at school giving them additional opportunities for socialization followed by a resource period of instruction with a special education teacher.
|
2000
|
|
Gr. 1, 2, 3
|
12
|
Class for Children with Autism (CCA)
|
This program is designed to serve students with autism who may have additional disabilities. ABA techniques are used as the basis of instruction including, discrete trial and verbal behavior. The class is staffed by a special education teacher and two paraprofessionals. A BCBA monitors behavior plans for each student in the program.
|
2002
|
|
Gr. K, 1, 2
|
12
|
Strategies, Counseling and Instruction (SCI)
|
The class will focus on behavioral, emotional, social and sensory strategies, taught by a skilled special education teacher motivated to teach students who benefit from these strategies. Students will have a general education homeroom and will be integrated, as much as possible, per individual IEP. Children will follow their grade-level curriculum, with modifications as needed. The class will be governed by Positive Behavioral Support (PBS) principles, social skills and sensory integration strategies. Each child may also have a plan that focuses on individual needs. The class will have group occupational therapy, counseling, and social skills lessons led by related service providers (OT, psychologist, and behavior specialist). A home component is included in the program, which includes, but is not limited to, a behavior consultant, social worker who can make home visits upon request, parent training and workshops. There will be several reward opportunities for the class and the individuals, including privileges like lunch with the principal.
|
2010
|
|
Gr. 1, 2, 3
|
12
|
Language Learning I (LLC-I)
|
This program serves early elementary students who are classified and have language needs central to their disability. A special education teacher and a speech therapist jointly provide instruction throughout the day. Classified students are integrated with grade-level peers in general education classes outside this program at various times during the day.
|
2004
|
|
Gr. 4, 5
|
12
|
Language Learning II (LLC-II)
|
This program is designed for the upper elementary student and is an extension of the Language Learning I program.
|
2006
|
|
Gr. 6, 7, 8
or
ungraded (4-year age span among students)
|
12
|
Language Learning III
(LLC-III)
|
This program provides speech support in a resource room in language arts and social studies for middle school students.
|
2008
|
|
Gr. 6, 7, 8
or
ungraded (4-year age span among students)
|
12
|
Applied Academics (AA)
|
This program is designed specifically to assist students with academic, communication, and social challenges to reach their highest possible level of independence. Students’ learning challenges will be assessed so that students’ strengths are acknowledged while obstacles to learning are addressed. The program emphasizes transitional issues and the acquisition of social skills. Instruction is individualized based on the needs of the student. Instruction is offered in language arts/reading, social studies, math, and science. The focus is on preparing students to obtain the skills they will need to reach academic goals and transition to the appropriate high school experience.
|
2006
|
|
Gr. 6, 7, 8
or
ungraded (4-year age span among students)
|
12
|
Practical Academic Learning (PAL)
|
This program is designed specifically to assist students whose learning needs require skill-based learning. The program is based on multi-modal instruction along with an emphasis on acquisition of the skills that are taught. Instruction is individualized based on the needs of the student. The focus is on the practical application of language arts/reading, social studies, math, and science. This program highlights the importance of learning life skills along with social skills and will help students generalize their skills to real world situations.
|
2010
|
|
Gr. 9 – 12
or
ungraded (4-year age span among students)
|
12/class
|
Academic Essentials
|
This program is made up of a series of resource classes to allow students maximum flexibility to select courses both in and out-of-the program as their needs require. When possible, students will be scheduled for Transition class and Social Skills class as a double period to allow for complementary out of school experiences. Monthly travel experiences are included. Community-based instruction, both in and out of district, is a component of this program.
|
2007
2010
(expanded)
|