ÃÛÌÒÊÓƵapp

Students primarily assigned to an Adapted Support Center caseload benefit from a curriculum which differs significantly from the general education curriculum. Specially designed instruction (SDI) may include academic, communication, life, and functional skill components. Services are frequently delivered within a small group setting; however, this can vary by IEP.

These programs provide specially designed instruction (SDI) and services to students with IEPs, 3-5 years of age.

Students primarily assigned to an Integrated Program (IP) caseload receive specially designed instruction (SDI) addressing the mild to moderate differences in their instructional needs. Instructional content varies based on each student’s IEP. Services may be provided in any setting, based on the student’s IEP.

Students primarily assigned to a Link caseload may have more intensive service needs. They receive specially designed instruction (SDI) addressing their moderate to intensive behavioral, social, functional, and/or academic needs. Instructional content varies based on each student’s IEP. Students receiving these services are typically able to make progress on their IEP goals while spending most of their instructional time in general education settings with a full range of supports as identified in their IEPs. Students with these services may also benefit from a variety of specialized instruction, including smaller group instruction and intervention, for part of the day. Services may be provided in any setting, based on the student’s IEP.

Students primarily assigned to a School Adjustment caseload receive specially designed instruction (SDI) supporting the development of their social/emotional skills, function, and understanding. Instructional content varies based on each student’s IEP. Services are frequently delivered within a small group setting; however, this can vary by IEP.

Students primarily assigned to a Support Center caseload receive specially designed instruction (SDI) addressing their intensive academic and functional needs. Students receiving these services typically have opportunities to participate in the general education curriculum through specially designed instruction at their present level of performance. Instructional content varies based on each student’s IEP. Students with these services may benefit from spending most of their instructional time in a smaller group setting as their least restrictive environment (LRE), however this can vary by IEP.

This program and school provides specially designed instruction (SDI) and services to students, 18–21 years of age, with functional special education needs transitioning from school to adult living and work.