Special Education Continuum of Supports and Services

Departments

Special Education Continuum of Supports and Services

Related Services

Related services are provided to students by appropriately qualified specialist/service providers as specified by the IEP. A service provider may work with a student individually, in groups, and/or through consult. The service provider is an IEP team member who supports the student’s goal areas specific to their area of expertise. The following are areas provided by SDUHSD:

· Adaptive Physical Education (APE)

· Assistive Technology (AT)

· Audiological Services (AS)

· Counseling and Guidance (CG)

· Deaf/Hard of Hearing (DHH)

· Health Services

· Occupational Therapy (OT)

· Orientation and Mobility (O/M)

· Physical Therapy (PT)

· Speech and Language Therapy (S/L)

· Transportation Services

· Visual Impairment Services (VI)

· WorkAbility

Academic Support/Targeted Intervention

Elective credit course offered at all school sites (with the exception of Sunset and C.O.A.S.T. Academy) taught in a small-group environment by an Educational Specialist that supports IEP goals as well as a variety of other focused skill areas including, but not limited to, reading intervention, writing intervention, math intervention, study skills, organizational skills and transition skills.

Student placement in support classes should be based on individual IEP goals and the curriculum and support in the classroom should reflect the needs of each student. Student placement in these courses is an IEP team decision.

Foundational Academics

Content area courses (available at LCC, TPHS, OCMS and CVMS) taught in a highly-supported, small-group environment by an Educational Specialist that delivers modified curriculum and instruction tailored to meet the needs of the students. Adult to student ratios are small in order to individualize and deliver instruction in small groups. The curriculum delivered is standards based, but modified in order to meet individual student needs; they do not meet diploma credit requirements. Student placement in these courses are an IEP team decision.

Learning Academy

Learning Academy supports are available at all school sites (with the exception of Sunset and C.O.A.S.T. Academy). The Learning Academy provides students who require it, access to a “home-base” environment as well as increased adult support when/where necessary throughout their school day. These supports may be considered by an IEP team for special education students who benefit from general education curriculum and instruction, but necessitate specialized supports in order to access these settings and benefit from their education. The specialized supports are tailored to address substantial needs in skill areas including, but not limited to, behavior, pragmatics, executive functioning, self-regulation and transition.

Seaside Prep. Program

San Dieguito High School Academy (2020-2021)

Mission Statement: Empowering students to grow emotionally, socially, behaviorally, and academically by providing a safe, structured, and supportive environment and actively teaching life skills that lead to increased resilience, self-worth, independence, and school and life success.

Seaside Prep is a highly-supported program located at both SDA and PTMS, which may be considered by an IEP team for special education students who benefit from the general education curriculum and instruction but require intensive therapeutic and/or behavioral supports in order to benefit from their education. The specialized supports are tailored to address significant social-emotional, mental health and behavioral needs while supporting academic and transition skills. Students in the Seaside Prep program can receive courses within their highly supported therapeutic setting via small group or individual direct-instruction at the Fundamental level as well as independent online coursework with supports at the College Prep level. Embedded program supports include: structured routines, positive reinforcement systems, social-emotional learning activities, behavior intervention and therapeutic mental health services. Seaside Prep students will mainstream into the general education setting to the maximum extent possible and appropriate; individualization is determined based on each student’s needs. Placement in the Seaside Prep program is an IEP team decision.

Modified Programs

Modified programs are highly-supportive settings (available at LCC, TPHS, OCMS and CVMS) that may be considered by an IEP team for students in special education with moderate to severe educational needs who require individualized and modified curriculum delivered in a mixture of special education (Foundational and/or Functional-skill based curriculum) and general education settings. Students in modified program settings will mainstream into the general education setting to the maximum extent appropriate. These students necessitate a specialized small group setting or individualized support in order to benefit from their educational program. Specialized supports are tailored to address substantial needs in the skill areas including, but not limited to, foundational and/or functional academics, behavior, pragmatics, health, community connections, career/vocational, social/interpersonal, recreation/leisure, and independent living; individualization is determined based on each student’s needs. Student placement in these programs are an IEP team decision.

Functional Academics

Content area courses (available at LCC, TPHS, OCMS and CVMS) taught in a highly-supported, small-group environment by an Educational Specialist that delivers modified curriculum and instruction tailored to meet the needs of the students. Increased staffing in these classes promote very small adult to student ratios in order to highly-individualize and deliver instruction in 1:1 or very small groups. The curriculum delivered is standards based but highly modified with a focus on functional skills and is primarily driven by each students’ individual IEP goals. These courses do not meet diploma credit requirements. Student placement in these courses are an IEP team decision.

Access Courses

“Access” courses are for students who require a modified curriculum in order to participate in the general education classroom. This modified general education course allows students to access the general education classroom in order to promote inclusion, make progress on individual IEP and/or transition goals, and develop everyday skills that are valuable for their future (social skills, managing large group settings, working in cooperative groups, positive peer modeling, etc). These are essential skills needed to increase independence. The purpose of any “Access” course is to provide students who require a modified curriculum with inclusive opportunities to access general education settings and curriculum with their typical peers.

Transitional Academic Program (TAP)

Carmel Valley MS, Oak Crest MS, La Costa Canyon HS and Torrey Pines HS

TAP is a highly-supportive program that may be considered by an IEP team for moderate special education students who benefit from a highly individualized and modified curriculum delivered in a mixture of both special education (Foundational) and general education settings (mainstreaming to the maximum extent appropriate). These students necessitate specialized small group supports in order to benefit from their education. The specialized supports are tailored to address substantial needs in the skill areas including, but not limited to, foundational academics, behavior, pragmatics, health, community connections, career/vocational, social/interpersonal and independent living; individualization is determined based on each student’s needs.

Functional Life Skills (formally known as: Severely Handicap-SH)

Oak Crest MS, Pacific Trails MS (2018-19), La Costa Canyon HS and Torrey Pines HS

Functional Life Skills (FLS) is a highly-supportive program that may be considered by an IEP team for moderate/severe special education students who benefit from a highly individualized, modified, functional-skill based curriculum delivered primarily in the special education (Functional) setting, with mainstreaming into the general education setting to the maximum extent appropriate. These students necessitate an increased amount of 1:1 or very small group supports in order to benefit from their education. The specialized supports are tailored to addressed significant needs in the skill areas including, but not limited to, functional/applied academics, behavior, pragmatics, health, community connections, career/vocational, recreation/leisure and social/interpersonal; individualization is determined based on each student's needs.

C.O.A.S.T. Academy program (Community Opportunities for Adult Students in Transition)-formerly ATP

C.O.A.S.T. Academy is a highly-supportive program located at the Requeza Educational Center, which may be considered by an IEP team for students with disabilities at transition-age (approximate ages 18-22) who have not received a high school diploma but have participated in four years of high school. These students continue to benefit from a highly individualized and modified specialized curriculum delivered in a mixture of both special education and community-based settings. The specialized curriculum focuses on student needs in the skill areas including, but not limited to, independent living, career/vocational, recreation/leisure, and social and interpersonal and community connections; individualization is determined based on each student's needs.