Special Education

Specialized program designed to cater to the unique needs of students with disabilities. The goal of APE is to provide these students with an individualized physical education experience that enables them to participate in and benefit from physical activity and sports, just like their peers without disabilities.

Adaptive physical education plays a crucial role in promoting the physical, social, and emotional development of students with disabilities. It helps improve their motor skills, fitness, and overall quality of life, while fostering a sense of inclusion and belonging within the school community.

Regionalized Adult Transition Services is conducted at Rising Sun and can be defined as a specialized program that assists students with disabilities as they transition from the K-12 education system into adulthood. These services are often designed to support students with disabilities in acquiring the skills and resources they need to lead more independent and productive lives after leaving the school system. 

1. Targeted Population: These services are typically intended for students with disabilities, particularly those who have Individualized Education Programs (IEPs) and are approaching the age of 18 or graduation from high school until thee age of 22 years old.

2. Transitional Planning: Regionalized adult transition services focus on developing and implementing a transition plan for each student. This plan outlines the specific goals, objectives, and services that will support the student's transition to adulthood. It may cover areas such as employment, post-secondary education, independent living, and community engagement.

3. Skill Development: Services often encompass skill development in areas such as vocational skills, job readiness, independent living skills, and social skills. This may include instruction and support in areas like budgeting, transportation, meal preparation, and self-care.

4. Vocational Training: Many transition programs include vocational training or job skills development to prepare students for employment opportunities. This can include internships, job coaching, and work-based learning experiences.

5. Access to Resources: Students are connected to resources and support services in the community, such as vocational rehabilitation agencies, social services, and disability service providers.

6. Collaboration: Collaboration is a crucial aspect of these services. School personnel work closely with students, their families, and external agencies or organizations to ensure a coordinated and seamless transition process.

7. Post-Secondary Education: For those students interested in pursuing post-secondary education, regionalized adult transition services may assist with the college application process, accommodations, and the development of study and time management skills.

8. Community Engagement: Services often focus on fostering students' participation in the community, which can include involvement in leisure activities, clubs, and community-based organizations.

9. Person-Centered Planning: The transition planning process is typically person-centered, meaning it is driven by the individual student's preferences, interests, and goals. This approach ensures that the transition plan is tailored to the student's unique needs and aspirations.

These services aim to empower students with disabilities to make a successful transition to adult life, whether it involves pursuing further education, securing employment, or gaining the skills necessary for independent living.

Our autism program in our schools is a specialized educational program designed to meet the unique needs of students with autism spectrum disorders (ASD). These programs are tailored to provide individualized support and instruction to help students with autism succeed in an educational setting. 

1. Specialized Curriculum: Autism programs often offer a specialized curriculum that takes into account the specific learning and developmental needs of students with ASD. The curriculum may focus on communication, social skills, and behavior management, in addition to academic content.

2. Highly Individualized: Each student in an autism program typically has an Individualized Education Plan (IEP) that outlines their specific goals, accommodations, and services. These plans are developed in collaboration with parents, teachers, and specialists.

3. Trained Staff: Teachers and support staff in autism programs typically receive training in evidence-based practices for working with students on the autism spectrum. This training equips them with strategies to effectively address communication challenges, sensory sensitivities, and behavioral issues.

4. Social Skills Training: A significant emphasis is placed on developing social skills. Students with autism often struggle with social interactions, and the program helps them learn appropriate social behaviors and cues.

5. Communication Support: Many students with autism have communication difficulties, and autism programs often employ speech and language therapists to provide specialized support in this area. Augmentative and alternative communication (AAC) systems may also be used.

6. Behavioral Interventions: Autism programs may use Applied Behavior Analysis (ABA) techniques to address challenging behaviors and teach appropriate replacements. These interventions are tailored to individual student needs.

7. Small Class Sizes: Autism programs may have smaller class sizes to allow for more individualized attention and a lower sensory and social stimulation environment, which can benefit some students with ASD.

8. Sensory Support: Students with autism often have sensory sensitivities. The program may offer sensory-friendly environments and sensory supports to help students manage sensory input.

9. Positive Behavior Supports: Positive behavior support strategies are often employed to reinforce and reward positive behaviors, creating a structured and positive learning environment.

10. Collaboration: Collaboration with parents and caregivers is a key aspect of autism programs. Parents are encouraged to be actively involved in the development and implementation of their child's IEP.

Aimed to create a supportive and inclusive learning environment that recognizes the unique strengths and challenges of students with ASD. The goal is to help these students achieve their academic and developmental potential and prepare them for a successful transition in the general education setting.

Behavior support in a school, often provided by a behaviorist or behavior interventionist, is a comprehensive approach to addressing and managing challenging behaviors in students. The goal of behavior support is to promote positive behaviors, reduce disruptive or harmful actions, and create a conducive learning environment for all students. Here's an overview of behavior support in a school setting from a behaviorist's perspective:

1. Assessment: Behaviorists conduct assessments to understand the specific behaviors of concern. This involves gathering information about the student, their environment, triggers for the behavior, and the consequences of the behavior. Functional Behavior Assessment (FBA) is a common tool used in this process.

2. Setting Behavior Goals: Once the challenging behavior is understood, behaviorists work with the student, teachers, and parents to set clear and measurable behavior goals. These goals are typically positive, focusing on what the student should do instead of what they should not do.

3. Behavior Plans: A behavior support plan is developed based on the assessment and goals. This plan outlines strategies and interventions to support positive behavior change. It may include strategies like reinforcement, teaching alternative behaviors, or modifying the environment to reduce triggers.

4. Teaching New Skills: Behaviorists often work with teachers to develop strategies for teaching students new skills or replacement behaviors that can replace challenging behaviors. This can include social skills, communication techniques, or coping strategies.

5. Data Collection: Behaviorists collect data to monitor the student's progress in meeting the behavior goals. This data is used to evaluate the effectiveness of the behavior support plan and make adjustments as needed.

6. Collaboration: Behaviorists collaborate with teachers, school staff, and parents to ensure consistency in implementing the behavior support plan. This collaboration helps in reinforcing positive behaviors across different settings.

7. Reinforcement and Incentives: Positive reinforcement is a key element of behavior support. Behaviorists often recommend the use of rewards or incentives to motivate and reinforce positive behaviors. This can involve tangible rewards or praise.

8. Crisis Intervention: In cases where challenging behaviors pose an immediate threat to the student or others, behaviorists may develop crisis intervention plans to ensure safety and de-escalate situations.

9. Progress Monitoring: Regular review and adjustment of the behavior support plan are essential to track progress and make modifications as necessary.

10. Training and Professional Development: Behaviorists may provide training to school staff on behavior management techniques and strategies, ensuring that teachers and other professionals have the skills to effectively support students with challenging behaviors.

Behavior support in schools is often utilized for students with various types of behavioral challenges, including those with disabilities or emotional and behavioral disorders. It is guided by the principles of applied behavior analysis (ABA) and aims to create a positive and supportive learning environment for all students while addressing the specific needs of those with challenging behaviors.

Specialized educational program and support services designed to meet the unique needs of students with emotional or behavioral disorders (EBD). These programs are intended to provide a structured and therapeutic learning environment for students who experience significant emotional and behavioral challenges that interfere with their ability to succeed in a regular educational setting. Here are some key aspects of emotionally disturbed programming in public schools:

1. Eligibility and Identification: Students who are considered for emotionally disturbed programming typically meet specific criteria for emotional or behavioral disorders. These criteria may be defined by state education departments or school districts and often include significant emotional and behavioral challenges that affect their educational progress and social interactions.

2. Individualized Education Plan (IEP): Students eligible for emotionally disturbed programming receive an Individualized Education Plan (IEP) that outlines their specific educational needs, goals, and the services and supports they require. The IEP is developed collaboratively by educators, parents, and other professionals.

3. Specialized Curriculum: The curriculum in emotionally disturbed programs is often tailored to meet the individual needs of each student. It may include therapeutic interventions, social-emotional learning, and academic instruction to help students progress academically while addressing their emotional and behavioral challenges.

4. Behavioral Supports: Students in these programs may receive specialized behavioral interventions and support, such as counseling, behavior management plans, and access to mental health professionals who can provide therapy or counseling services.

5. Small Class Sizes: Emotionally disturbed programs often have smaller class sizes to allow for more individualized attention and support. This can help create a more structured and supportive learning environment.

6. Trained Staff: Educators and staff working in emotionally disturbed programs are often trained in dealing with emotional and behavioral challenges and may include special education teachers, counselors, and behavior specialists.

7. Positive Behavior Interventions and Supports (PBIS): Many emotionally disturbed programs implement PBIS strategies to promote positive behavior and reinforce appropriate social skills. These systems often rely on rewards and recognition for positive behaviors.

8. Support Services: Students in these programs may have access to various support services, including speech and language therapy, occupational therapy, and other related services as determined by their individual needs.

9. Collaboration: Collaboration with parents and caregivers is essential in emotionally disturbed programming. Parents are involved in the development and monitoring of the IEP and are encouraged to participate in their child's educational journey.

Emotionally disturbed programming in schools aims to provide a supportive and therapeutic environment where students with emotional and behavioral disorders can receive the specialized services they need to succeed academically and develop essential social and emotional skills. The goal is to help students progress and eventually transition to less restrictive educational settings when appropriate.

Inclusion support in a school is a philosophy and set of practices that promote the full participation and educational inclusion of students with disabilities within regular education classrooms and the school community. The primary goal of inclusion support is to create an inclusive and equitable learning environment where students of all abilities learn together, access the general education curriculum, and receive the support they need to succeed.

Inclusion support not only benefits students with disabilities by providing them with opportunities to learn in inclusive settings but also benefits their non-disabled peers by promoting understanding, empathy, and diversity. The ultimate aim of inclusion support is to provide a high-quality education to all students, regardless of their abilities, and prepare them for success in school and in life.

Occupational therapy (OT) in a school is a specialized educational and therapeutic service designed to help students overcome barriers to their participation in various aspects of school life. Occupational therapists work with students to develop the skills needed to succeed in the classroom and engage in everyday school activities. 

Occupational therapists conduct assessments to identify students' strengths and challenges related to fine motor skills, gross motor skills, sensory processing, and activities of daily living (ADLs). They use this information to determine how these challenges may be impacting the students' ability to access and participate in the school environment.

Occupational therapy services in schools are individualized based on the unique needs of each student. The therapist collaborates with the student, teachers, and parents to set goals and create a plan for intervention.

Areas of focus:

1. Fine Motor Skills: OTs work with students who may have difficulty with fine motor skills, such as handwriting, cutting, or using tools and utensils. They provide exercises, techniques, and strategies to improve these skills.

2. Gross Motor Skills: Students who struggle with gross motor skills, including balance, coordination, and motor planning, may receive support from occupational therapists to improve their physical abilities.

3. Sensory Integration: Occupational therapists address sensory processing issues that may affect a student's ability to focus and engage in the classroom. They may use sensory integration techniques to help students better regulate their sensory experiences.

4. Assistive Technology: Occupational therapists may recommend and train students to use assistive technology and adaptive devices to help them access the curriculum, such as specialized keyboards, computer software, or communication devices.

5. Activities of Daily Living (ADLs): Some students with disabilities may need assistance with ADLs, which can include tasks like dressing, grooming, and feeding. Occupational therapists help students develop the skills necessary for greater independence in these activities.

Occupational therapy in schools is often provided as part of special education services and may be offered to students with a wide range of disabilities or developmental challenges. The goal is to help students build the skills necessary for school success and greater independence in their daily lives. It contributes to creating an inclusive and supportive educational environment for all students.

Range of services, programs, and supports that are provided within the school setting to address the mental health and emotional well-being of students. The goal of related mental health services is to help students cope with emotional and psychological challenges, develop the skills needed for emotional regulation, and provide early intervention for mental health issues. These services are often integrated with the broader school support system and can encompass a variety of components, including:

1. Counseling Services: All of our schools have counselors or school psychologists who provide individual and group counseling to students. This can include emotional support, conflict resolution, and guidance for personal development.

2. Mental Health Education:Incorporate mental health education into their curriculum, teaching students about topics like stress management, coping strategies, and emotional awareness.

3. Preventative Programs: Public schools may offer programs aimed at preventing mental health issues, such as anti-bullying initiatives and suicide prevention programs.

4. Early Intervention: Schools often work to identify students who may be at risk for mental health issues and provide early intervention services or referrals to external mental health professionals.

5. Support for Students with Disabilities: Students with disabilities who have mental health concerns may receive specialized support services as part of their Individualized Education Plans (IEPs).

6. Mental Health Screenings: Some schools conduct mental health screenings to identify students who may need additional support or evaluation.

7. Partnerships with External Agencies: Schools may collaborate with local mental health organizations or agencies to provide additional mental health support and services to students.

8. Crisis Intervention: Schools have crisis intervention plans in place to address acute mental health crises among students and ensure their safety.

9. Parent and Family Involvement: In many cases, schools involve parents and families in discussions about students' mental health, and they may provide resources for families seeking additional support.

10. Professional Development: School staff, including teachers, may receive training in recognizing signs of mental health issues and how to support students effectively.

The specific related mental health services offered in public schools can vary widely depending on the resources available and the policies of the school district. The aim is to create a supportive and nurturing environment that not only focuses on academic achievement but also on the overall well-being of students, recognizing that mental health is an important component of a student's ability to succeed in school and in life.

A special education program or service that provides additional support and instruction to students with disabilities who are integrated into the general education classroom. These classes are designed to help students with special needs access the curriculum and succeed academically while still spending a significant portion of their school day in regular classrooms. Here are some key features of a resource class:

1. Individualized Support: Students who are eligible for resource classes typically have Individualized Education Plans (IEPs) that outline their specific needs, goals, and the services they require. These plans are developed collaboratively with parents, teachers, and specialists.

2. Small Group or One-on-One Instruction: Resource classes often have smaller class sizes, allowing for more individualized attention. Some students may receive one-on-one instruction or small group instruction based on their specific needs.

3. Support for a Range of Disabilities: Resource classes can accommodate students with a wide range of disabilities, including learning disabilities, speech and language disorders, emotional and behavioral disorders, and other conditions that may impact their learning.

4. In-Class and Pull-Out Services: Support is provided both within the general education classroom and in separate resource classrooms. Students may receive instruction and support from special education teachers or specialists, either in the regular classroom or in a resource classroom.

5. Curricular Support: Resource classes may provide additional instruction in core academic subjects, such as reading, math, and writing. The curriculum is often modified or adapted to meet the specific needs of each student.

6. Assistive Technology: Students may have access to assistive technology and tools to help them with their learning, such as specialized software or devices.

7. Behavioral Interventions: Resource classes may incorporate behavioral interventions to address challenging behaviors and teach appropriate replacements.

8. Social Skills Training: For students who struggle with social interactions, resource classes may include social skills training to help them develop appropriate social behaviors and communication skills.

9. Sensory Support: Students with sensory sensitivities may receive support to help them manage sensory input in the classroom.

10. Collaboration: Collaboration is key in resource classes. Special education teachers and specialists work closely with general education teachers to ensure that the services and supports align with the student's educational needs and that the student is included as much as possible in the regular classroom.

Resource classes are designed to create a more inclusive learning environment for students with disabilities, allowing them to receive the specialized support they need while still being part of the general school community. The goal is to help these students make progress academically and develop the skills necessary for success in school and beyond.

Resource programming in a public school refers to a specialized educational service or program designed to support students who have specific learning needs or require additional academic assistance. These programs are typically provided within the school or school district and are designed to help students access the curriculum and make educational progress. Resource programming may encompass a range of services and interventions tailored to individual student needs. Here are some key features of resource programming in public schools:

1. Individualized Support: Resource programming is highly individualized, with services and interventions tailored to the specific needs of each student. This individualization is often outlined in an Individualized Education Plan (IEP) for students with disabilities.

2. Small Group or One-on-One Instruction: Students in resource programs may receive instruction in small groups or one-on-one settings to provide more focused and personalized support.

3. Curricular Support: Resource programs often focus on core academic subjects, such as reading, math, and writing. The curriculum may be adapted or modified to align with the student's skill level and learning style.

4. Assessment and Monitoring: Student progress is regularly assessed and monitored to ensure that interventions are effective and to make adjustments as needed.

5. Specialized Instruction: Resource programming may include specialized instruction methods and materials designed to address specific learning challenges, whether those challenges are related to learning disabilities, language difficulties, or other factors.

6. Interventions for Learning Disabilities: For students with learning disabilities, resource programming may incorporate evidence-based strategies and interventions to address reading and writing challenges, like phonics instruction, reading comprehension strategies, or writing support.

7. ESL (English as a Second Language) Support: Resource programming may include ESL services to support students who are English language learners in acquiring language and academic skills.

8. Behavioral Interventions: In some cases, resource programs may incorporate behavioral interventions to address challenging behaviors and promote a positive learning environment.

9. Assistive Technology: Students in resource programming may have access to assistive technology, such as specialized software or devices, to facilitate their learning.

10. Collaboration: Collaboration is essential in resource programming. Teachers, specialists, and support staff often work closely with each other and with students' families to ensure a coordinated and holistic approach to support.

Resource programming can be beneficial for a wide range of students, including those with learning disabilities, language challenges, or temporary academic setbacks. These programs provide additional resources and strategies to help students succeed academically and reach their potential. The specific services and interventions provided in resource programming can vary based on the individual needs of the students and the resources available in the school or district.

Section 504 is an important law that ensures individuals with disabilities have equal access to opportunities and services, including education. It complements the provisions of the Individuals with Disabilities Education Act (IDEA) and ensures that students with disabilities receive appropriate supports to succeed in school.

SELPA stands for Special Education Local Plan Area. It's a term used in the context of special education in California, United States. A SELPA is a consortium of school districts within a specific geographic region that collaboratively plan and provide special education services to students with disabilities.

Special Education Local Plan, Budget Plan, and Annual Service Plan

Local Agency Certification

Notice of Public Hearing English

Notice of Public Hearing Spanish

Mild/Moderate

Type of special education program that serves students with mild to moderate disabilities. These classes are designed for students who require more individualized support and instruction than what is typically provided in a general education classroom, but whose needs are not so severe as to require placement in a separate or more restrictive special education setting.

The goal of special day classes for mild/moderate disabilities is to provide students with the support they need to access the curriculum, develop essential skills, and progress academically while fostering their social and emotional development. These classes aim to create a supportive and inclusive educational environment where students can thrive and reach their full potential.

Moderate/Severe

A specialized special education program designed to serve students with more significant disabilities. These classes are intended for students whose disabilities are more severe and who require a higher level of support and individualized instruction than what can be provided in general education settings or in classes for mild to moderate disabilities. Here are key features of a special day class for moderate/severe disabilities:

1. Eligibility: Students placed in special day classes for moderate/severe disabilities have disabilities that significantly impact their learning and daily functioning. They typically have Individualized Education Plans (IEPs) outlining their specific needs.

2. Varied Disabilities: Students in these classes often have a wide range of disabilities, which may include intellectual disabilities, severe developmental delays, autism spectrum disorders, multiple disabilities, sensory impairments, and other severe or complex needs.

3. Smaller Class Sizes: Special day classes for moderate/severe disabilities generally have very small class sizes to allow for more individualized instruction and support.

4. Highly Individualized Instruction: Instruction is tailored to each student's unique needs, and it may include a combination of academic, functional, and life skills training.

5. Support Services: These classes typically offer various support services integrated into the program, such as speech therapy, occupational therapy, physical therapy, and adaptive physical education.

6. Functional and Life Skills Training: In addition to academic instruction, special day classes often focus on teaching essential life skills, such as communication, self-care, and daily living skills, to help students become more independent.

7. Assistive Technology: Students may have access to assistive technology and adaptive equipment to facilitate their learning and communication.

8. Behavioral Support: Behavior management and positive behavior support strategies are frequently used to address challenging behaviors and promote appropriate behaviors and social skills.

9. IEP Goals and Progress Monitoring: IEPs outline specific, measurable goals for each student, and regular progress monitoring ensures that students are making educational and developmental gains.

10. Transition Planning: For older students, transition planning may be an important component of the program, focusing on preparing them for post-school life, which may include vocational training, employment, or community living.

11. Collaboration: Teachers, specialists, therapists, and parents collaborate closely to provide comprehensive and coordinated support for students with moderate to severe disabilities.

Special day classes for moderate/severe disabilities aim to provide students with the necessary support and accommodations to help them develop essential skills, maximize their independence, and participate in the school community to the fullest extent possible. These programs create a highly specialized and supportive learning environment that acknowledges the unique needs of each student while promoting their growth and well-being.

Services designed to help students with speech and language disorders. These services are typically provided by trained professionals, such as speech-language pathologists (SLPs), who work in the school system. The goal of these services is to address communication challenges and help students develop the necessary skills to communicate effectively, both verbally and non-verbally.

Here are some key aspects of speech and language services in public schools:

1. Assessment: The process often begins with an assessment to identify students with speech and language disorders. This assessment is conducted by SLPs and may include standardized tests, observations, and interviews with the student, teachers, and parents.

2. Individualized Education Plan (IEP): For students who qualify for speech and language services, an Individualized Education Plan (IEP) is created. The IEP outlines the specific needs and goals for the student, as well as the services and accommodations they will receive.

3. Therapy: Students with speech and language disorders may receive individual or group therapy sessions. These sessions are designed to target specific communication challenges, such as articulation difficulties, language comprehension, or fluency issues.

4. Articulation Therapy: This type of therapy helps students improve their ability to pronounce sounds and words correctly.

5. Language Therapy: Language therapy addresses issues related to vocabulary, grammar, and comprehension. It helps students express themselves more clearly and understand spoken and written language better.

6. Fluency Therapy: Students who stutter may receive fluency therapy to improve their fluency and reduce stuttering.

7. Voice Therapy: Voice therapy is provided for students with voice disorders, such as hoarseness or pitch problems.

8. AAC (Augmentative and Alternative Communication): Some students with severe speech and language impairments may use AAC devices or systems to help them communicate. Speech-language pathologists may assist in selecting and implementing these tools.

9. Collaboration: SLPs often work closely with teachers, special education teams, and parents to ensure that students' needs are met both in and outside the classroom.

10. Progress Monitoring: Progress is regularly monitored, and the IEP is adjusted as needed to reflect a student's development. Speech and language services can be ongoing or intermittent, depending on the student's progress.

11. Inclusion: Whenever possible, students receiving speech and language services are included in regular classrooms to promote social interaction and communication skills.

Speech and language services in public schools are essential for helping students overcome communication challenges that may affect their academic performance, social interactions, and overall quality of life. The specific services and resources available can vary from one school district to another, but they are typically tailored to meet the unique needs of each student with a speech or language disorder.

In special education (SPED), a Student Study Team (SST) is a multidisciplinary group of educators and professionals who come together to address the educational needs of a student with special needs or learning difficulties. The primary purpose of an SST is to collaborate, gather information, and develop strategies and interventions to support the student's academic and social success. The specific composition and processes of an SST can vary from one educational institution to another, but generally include the following components:

1. Teachers: Typically, the student's classroom teacher or teachers are key members of the SST, as they have direct knowledge of the student's performance in the classroom.

2. Special Education Professionals: Special education teachers, resource specialists, or speech and language therapists may be involved to provide expertise in addressing the student's unique learning needs.

3. Parents/Guardians: The student's parents or legal guardians are important participants in the SST process. Their input, concerns, and insights into the student's behavior and learning patterns are essential for creating an effective plan.

4. School Psychologist: A school psychologist often participates in the SST to provide expertise in assessing the student's cognitive and emotional functioning.

5. Other Specialists: Depending on the student's needs, other specialists like occupational therapists, physical therapists, or behavioral specialists may be included.

The SST typically follows a structured process that includes:

1. Referral: A student is referred to the SST when teachers or parents have concerns about their academic progress or behavior.

2. Information Gathering: The team collects data, assessments, and information about the student's performance, behavior, and any other relevant factors.

3. Problem-Solving: Team members collaborate to analyze the data and identify the specific challenges the student is facing.

4. Intervention Planning: Based on the analysis, the SST develops an individualized plan of interventions and accommodations to address the student's needs.

5. Implementation: The plan is put into action, with regular monitoring and adjustments as necessary.

6. Progress Monitoring: The team tracks the student's progress over time to assess the effectiveness of the interventions and make further adjustments if needed.

7. Follow-Up and Review: The SST periodically reconvenes to review progress and make decisions about next steps, which may include further assessment, adjustments to the plan, or consideration of special education eligibility.

It's important to note that the terminology and specific procedures for Student Study Teams may vary by location and educational system. In some places, they may be called by different names, such as Child Study Team or Response to Intervention (RTI) Team, but their purpose is generally consistent—to support students with special needs in the educational setting.