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Secondary Intensive Reading
Intervention implements
specific reading intervention strategies in reading
and writing
based on student
need. Instructional programs and strategies assist
students in the development of surface level (phonological
awareness, decoding, word recognition, reading fluency)
skills as well as meaning level (vocabulary, responsive
comprehension) skills, utilizing assistive technology
to reinforce instruction, develop reading and writing
skills and provide accommodations for curricular
access.
Extended School Year (ESY) is
a program to provide continued support during the
summer for selected
students.
Eligibility for ESY is determined by the IEP team.
A student who is eligible for ESY has demonstrated
needs that prevent them from receiving some benefit
from educational program during the regular school
year without ESY services.
Gifted and Talented/Learning Disabilities (GT/LD) programs serve students who demonstrate superior cognitive/intellectual ability and also require special services primarily as a result of a learning disability which significantly impacts academic achievement. The program's focus is on providing challenging instruction and teaching to the student's strengths while simultaneously addressing academic deficits in reading, writing, and organization.
Learning and Academic
Disabilities (LAD) serve students who require special services
primarily
as a result
of a learning disability which significantly impacts
academic achievement. Students in grades K-2 may
have a diagnostic component to their program, at
this developmental
stage the specific nature of the learning problems
may not have been yet defined.
The Elementary Learning
Centers (ELC) serve
multiple-needs children in Grades K-5. The types
of disabilities
served include learning disabilities and language,
emotional,
visual, hearing, and orthopedic impairments. Students
are served either in programs located in 11 elementary
schools or in the Carl Sandburg Center.
The Secondary
Learning Centers (LC) are
designed to meet the needs of academically challenged
learning
disabled secondary students. Students receive
special education instruction for several class periods
and are integrated into the general education
program
whenever
possible.
The Extensions Programs serves students of middle or high school age who have moderate, severe, or profound intellectual disabilities, multiple disabilities, and/or autism spectrum disorders. Students also have a prolonged history of aggressive, self-injurious, destructive, or disruptive behaviors that have not responded to functional and systematic behavioral interventions in a less restrictive setting. Students' behavioral needs are addressed using a comprehensive functional behavioral analysis approach designed to enable students to acquire appropriate social and communicative skills. Extensions ensures that students have opportunities to participate in integrated employment and community activities.
The
Bridge Program provides
an intensive program for adolescents and young
adults with emotional
disabilities. The program's focus is on academic
skill development
and on altering behaviors that interfere
with academic learning.
Learning for Independence
(LFI) emphasize individualized
student learning in school
and community sites.
These classes serve students with mild
to moderate intellectual and/or multiple disabilities.
These students learn functional life
skills and basic
academics
in the context of general school environments
and in community
settings. The students are often included
in general education learning environments
with
adapted curriculum.
School/Community Based
(SCB) serves students
with mild/moderate to severe and profound
disabilities. The
program emphasizes individualized instruction in
regular schools and
real community and work environments.
The school/community-based program
model includes the following components: (a)
Age-Appropriate Classes; (b) Heterogeneous
Groupings; (c)
Planned
Peer Interactions;
(d) Individualized Instruction; (e)
Transition.
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