Extensions
Extensions is designed to meet the needs of students ages 12 through 21, who have moderate, severe, or profound intellectual disabilities, or multiple disabilities including intellectual disabilities and/or autism. These students have a prolonged history of aggressive, self-injurious, destructive, or disruptive behaviors that have not responded to functional and systematic behavioral interventions in the least restrictive setting.Goals for these services focus on providing intensive educational programming designed to enable students to acquire more appropriate social and communicative skills, as well as other self-management strategies; ensuring that students have access to the Fundamental Life Skills program curriculum; and offering students opportunities to participate in integrated employment and community activities.
Students’ behavioral needs are addressed using a comprehensive functional behavioral analysis approach to determine appropriate behavioral interventions and replacement behaviors which are infused throughout the day. The focus of intervention is on positive, educational behavioral programming using a range of positive proactive interventions. Students receive instruction in a variety of community and vocational settings. |
Bridge
Bridge services are designed to meet the needs of students who demonstrate significant social, emotional, learning, and/or behavioral issues that make it difficult for them to be successful in a large school environment. Many of the students are identified as having an emotional disability. Some students are identified with disabilities such as other health impairment, autism (Asperger’s Syndrome), language disability, or learning disability.
Comprehensive behavior management is utilized in the model which includes proactive teaching and rehearsal of social skills, as well as the use of structured consistent reinforcement systems. Individualized and comprehensive behavior management strategies and systems are used to promote students’ acquisition of skills that allow them to be successful in school. Bridge provides services in a continuum of settings that may include self-contained classes and opportunities for participation in general education classes with nondisabled peers as appropriate. |
Secondary Learning Center (Grades 10-12 only)
The Secondary Learning Center (SLC) provides comprehensive special education instruction and related services. The SLC offers a continuum of services at the high school level. Students are served in a combination of self-contained and cotaught classes, as well as having opportunities to be fully included with nondisabled peers. Related services are integrated into the delivery of specialized instruction through a team approach. |
Middle School Autism Resource Services
The Middle School Autism Resource Services are based in comprehensive middle school buildings. Students served by this model have a diagnosis of an Autism Spectrum Disorder. These students are accessing the general education curriculum and are participating in Mod-MSA; specifically, these students are approximately 2-3 years below grade level. Students have documentated social and behavioral needs that have significantly interfered with their ability to participate in other educational environments, despite a variety of special and individualized supports. Students are included for all academic classes in the general education environment with accommodations for reduced work load and altered pacing of instruction as appropriate. |
Secondary Autism Services
The Secondary Autism Program classes are self contained classrooms in comprehensive middle and high school buildings. Students served by this model have a diagnosis of an Autism Spectrum Disorder and have significant impairments across all areas of development. The classrooms offer a highly structured school day and individualized instructional programs based on the Fundamental Life Skills (FLS) curriculum. In addition, the students are provided with community based instruction and in-school prevocational tasks (middle school) or a community based prevocational tasks (high school) in order to prepare them their eventual transition to adult services. |
Secondary Aspergers Classes
The Secondary Aspergers classes are based in comprehensive middle and high school buildings. Students served by this model have a diagnosis of Aspergers Disorder. The students function in the average to high average range of intellectual ability and receive instruction on the general education curriculum, with enrichment as appropriate. Students have documented social and behavior needs that have significantly interfered with their ability to participate in other educational environments, despite a variety of special and individualized supports. Students are included for all academic classes in the general education with supports for their social, behavioral and organization needs. In addition to their academic classes, students participate in a pupil enrichment class daily that focuses on the direct teaching of social skills. |
Transition Services
Transition Services are provided to special education students, age 14 or older, to facilitate a smooth transition from school to post-school activities. These activities include, but are not limited to, postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation. Services are based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests. Transition services are delivered through direct and/or indirect support coordinated by a transition support teacher.
For more information please visit the Transition website. |
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