William S. Hart Union High School District

Many staff has been trained in specialized, researched based literacy programs. Most of our psychologists have received their BICM (behavior intervention case manager) certification. Our speech therapists continue to expand their areas of expertise and offer exceptional service to our students.

General education and special education teachers are collaborating and co-teaching at some of our schools. These efforts have resulted in improved scores on State Accountability Assessments.

Federal Stimulus Monies will be used for sustaining services to students through planned staff development. There will be job-alike days where teachers in the same area will be able to work together to develop common goals, develop focused standards and develop curriculum. Our instructional assistants will continue to receive training in behavior, Applied Behavior Analysis, and data collection.

We have hired new teachers for our colleagues who retired this year. To our retired teachers, we wish them well as they will be missed. Our new teachers will be receiving in-service training in assessment, general special education information, and effective teaching strategies.

The Yes I Can Program, Circle of Friends, and Peer Mentor Program continue to help all students involved in these programs.

Special Education Program Descriptions

Resource Specialist Program: Students attend 83% of their day in general education classes with the support directly or indirectly from the Resource Teacher or Instructional Aide. Students may attend a RSP class where they work individually or in groups to: review assignments, prepare for tests, organize paperwork and/or work on time management.

Special Day Class 1: Students are taught the core curricula via direct instruction in a designated classroom. The materials may be modified and/or augmented to support learning. Supplemental skills learned include, but are not limited to, the areas of: personal organization, choice making, and assuming responsibility. Collaboration between teachers is emphasized if a student is mainstreamed into any general education classes.

Special Day Class 2: Students in this program experience mild to moderate cognitive delays and are taught modified core academics and functional academics based on the State's CAPA standards. Students also learn life skills through community based instruction and Life Centered Education curricula. Students may be mainstreamed per their IEP's.

Special Day Class 3: Students experiencing emotional or behavioral difficulties which interfere with learning and interpersonal relationships may qualify for these classes through a psycho-educational assessment. The classes utilize a positive behavioral system. The goals of the program are to increase positive relationships, to improve appropriate behavior, to increase self-confidence and self-esteem, and to increase one's own acceptance and responsibility for both behavior and academic performance.

Special Day Class 4: Students who are deaf or hard of hearing are provided access to the core curriculum through ASL supplemented by a total communication ideology. Students, according to their needs, may be mainstreamed with an interpreter or instructed by a DHH specialist within the special day class.

Special Day Class 5: Students qualify for this program with a diagnosis of multiple disabilities and require intensive supplemental services in accordance with their IEP. While students may be integrated into general education, most lessons are functional life skills and/or community-based instruction promoting as much self-sufficiency as possible. Students may stay in the program until the age of 22, or they may move into the Transition Learning Charter class (TLC).

Special Day Class 6: Students with emotional disturbance or behavioral difficulties who need a small structured setting qualify for this program. In conjunction with academic instruction, each student receives intensive mental health services or counseling services. The goals are to help students develop a positive self-concept, promote independent adaptive functioning, realize his/her academic and emotional potential, and facilitate his/her return to the LRE (least restrictive environment) and community environment through individualized life center planning.

Special Day Class 7: Students are generally diagnosed with Asperger's Syndrome or high functioning Autism. Students may present with emotional or behavioral difficulties, which interfere with their ability to learn and/or maintain peer relationships. The program utilizes cognitive positive behavioral support. Students may access the standards-based curriculum in a small class setting and/or in general education classes. In addition students are instructed in a structured social skills curriculum, as well as pragmatic speech lessons. There is consultation with an OT (occupational therapist), focusing on self-regulation, and work with the transition specialist in life skill planning.

Special Day Class 8: Students may have a combination of diagnoses including High Functioning Autism (HFA), Learning Disabilities (LD), and Severe Language Impairment (SLI). Students may present with emotional or behavioral difficulties, which interfere with their ability to learn and form or maintain peer relationships. The students also need an enriched communication program. While the program utilizes positive behavior support, it also has specialized teaching methodologies. Students may access an accommodated or modified standards-based curriculum in a small class setting and/or integrate into general education classes. In addition students are instructed in a structured social skills curriculum, as well as pragmatic and speech lessons. There may be consultation with an occupational therapist focusing on self-regulation.

Dual Diagnosis Class: Students who have been diagnosed with autism spectrum disorders and emotional disturbance will be enrolled in this program. Students receive specialized instruction and social skills training. In addition, they receive counseling. This program currently exists at the junior high level and will expand to high school in the 2010-2011 school year. The goals of this program include development of self-advocacy, development of coping skills, and development of academic proficiency.

Transition Learning Charter: Students who have been enrolled in SDC 5, 2 and 1 may qualify for additional schooling until the age of 22. The TLC program utilizes the LCCE (Life Centered Career Education) curriculum from the Council for Exceptional Children as well as James Stanford's Transition Curriculum as the basis for community based instruction and functional life skills. Students also have opportunities to experience on-the-job training in a variety of local settings while learning the local transportation system. Students are continually assessed for job skills using the Performance Assessment Exploration System (PAES) and the Work Activity Training System. Upon exiting the program, each student will have completed an individualized work portfolio which can be utilized by the Regional Center and possibly the Department of Rehabilitation to seamlessly transition the students.