PROGRAMS
& SERVICES
There
are a number of program teams that provide focus and direction
for special education services. They also monitor the effectiveness
of programs and services for students. Each program offers a
continuum of program options, ranging from least to most restrictive
environments.
Deaf and
Hard of Hearing (D/HH) Program
The district’s Deaf and Hard of Hearing (D/HH)
Program serves students from birth to age 22 who have bilateral
hearing losses ranging from mild to profound. Students with an
educationally significant unilateral hearing loss may also be
eligible for D/HH services. The focus of the D/HH Program is to:
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|
| • |
Encourage
maximum independence. |
| • |
Provide
integration with hearing peers. |
| • |
Foster
the development of age appropriate communication skills,
academic/career goals and social/emotional growth. |
| • |
Provide
educational services. |
| • |
Provide
technological education and assistance. |
| • |
Introduce
accommodations, and provide for communication access. |
|
|
Serra High D/HH Contacts:
Carol Fischer:
cfischer@sandi.net
John Pazera: jpazera@sandi.net
Emotional
Disturbance (ED)
The program for students with Emotional Disturbance
(ED) serves students with disabilities who are five to 22 years
of age. The ED program utilizes a curriculum based on state standards
as well as supplemental curriculum, established by the Individualized
Educational Plan (IEP) and leading to a certificate of completion
or diploma.
Serra
High ED Contacts:
Caroline Jackson: ccjackson@sandi.net
Keri Pisapia: kpisapia@sandi.net
Integrated
Life Skills (ILS) Program
The Integrated Life Skills (ILS) Program is a program for students
five to 22 years of age who have significant disabilities. The
ILS Program follows a curriculum using alternative standards,
leading to a certificate of completion. Located at various comprehensive
school sites throughout the district, the ILS Program serves
over 1,000 students.
Serra
High ILS Contact:
Darla Chamberlain:
dchamberlain@sandi.net
Download:
ILS Syllabus
Non-severe/Specific
Learning Disability Program
Students in the Non-severe program experience discrepancies between
ability and achievement due to one or more processing disorders
such as auditory and visual processing, memory or attention problems.
Students are served in the least restrictive environment beginning
with providing Resource Specialist support with the general education
classroom.
Serra
High Non-Severe Contacts:
Peggy Bannon: pbannon@sandi.net
Nancy Farnsworth: nfarnsworth@sandi.net
Phyllis
Swanson: pswanson@sandi.net
Serra
High Resource Contacts:
Mary Cratsa-Wilhelm:
mwilhelm@sandi.net
Jim Jacoby:
jjacoby@sandi.net
Rosemary
Pang: rpang@sandi.net
Tom
Schipul: tschipul@sandi.net
SERVICE DELIVERY
MODELS
Collaboration/Co-Teaching
Model
Diploma-bound students receive support in core academic subjects
through the collaboration/co-teaching model dependent on the assessed
areas of need as specified in the IEP. Resource Specialists, SDC
Teachers, and Instructional Assistants provide that support.
Site-Based Learning Center Model
The Learning Center gives elective credit to students who need
intensive instruction in fundamental skills for reading, writing,
and math. Students who benefit from this model are performing
at the sixth grade level or below in the identified area of need.
Within the model, students who read or calculate at the second
grade level and below receive basic skills instruction in small
groups. Students who demonstrate fundamental skills in decoding
and read at a third to sixth grade level benefit from the READ
180 program. This program is structured into a rotation of the
following three forms of instruction: 1) A computer-based program;
2) Small group guided reading and writing; and 3) Structured independent
reading. Resource Specialists, Non-Severe Special Day Class teachers
and Instructional Assistants teach in the Learning Center.
Special Day Class (self-contained) Model: Non-Severe
Students who are earning a Letter of Recognition receive services
in separate day classes for core academic subjects. Classes focus
on functional curriculum necessary for successful post-high school
outcomes. Students in the Non-Severe program participate in PE
and elective courses in the general education setting.
Special Day Class (self-contained) Model: Emotional Disorder
Students who are identified ED receive services through separate,
but diploma-credit special day classes for English and the Social
Sciences. Supports in Math and Science are provided through the
collaboration model. Students in the ED program participate in
PE and elective courses in the general education setting.
Special Day Class (self-contained) Model: Integrated
Life Skills
Students in the Integrated Life Skills program receive services
in the SDC setting most of the day. Students are mainstreamed
into elective and PE courses as determined appropriate in the
IEP. Students also participate in Community-Based Instruction
where they learn functional independent living skills in the natural
environment.
