A continuum of services is available to meet individual student needs. Students are educated in the least restrictive environment (LRE) in which they will be able to progress toward their IEP goals. This means that students with disabilities will be educated with students without disabilities to the maximum extent possible given their unique learning needs. IEP teams determine placement and services based on student need.
All schools have special education services for students with mild disabilities. Each elementary has a resource program and the secondary schools provide skills classes through the Directed Studies program. Specialists provide services such as speech and language, occupational and physical therapy, and hearing and vision services. In addition, specialized programs are available for students with more significant educational needs.
- Structured Teaching Extended Day Program (STEP) This program serves preschool students with autism like characteristics who require more intensive intervention than a self contained preschool class provides. Students can be served 3-7.5 hours a week in addition to his/her self contained preschool class.
- Early Childhood Education classrooms (3-4 year olds) These classrooms are for those students who require a self-contained special education pre-school program. The program teaches pre-academic, social, communication, motor and behavioral skills. The amount of special education service minutes is determined by the student’s IEP team and can range from 2.5-10 hours a week.
- For preschoolers with disabilities whose least restrictive environment is a typical preschooler experience, special education services are provided itinerantly. These services can include speech therapy, occupational or physical therapy services or support from a special education preschool teacher for social, adaptive or cognitive needs.
- General Ed w/Resource Room and/or Itinerant Therapy Services - Students are assigned to a general education classroom and receives specially designed instruction (SDI) from a special education teacher and/or therapist(s).
- Intensive Learning Support (ILS)- An ILS classroom has an academic focus with moderately modified instruction. Students are supported in learning groups of 8 – 12 and receive instruction in the mainstream classrooms as much as is appropriate. Staff ratios are typically 1 adult to 5 or 6 students.
- Life Skills/Blended – A Blended classroom focuses on teaching functional level academics and life skills, self-advocacy, communication and independent living skills. Students have opportunities to co-learn with typical peers in the general education setting. The instruction and performance expectations are significantly modified and students are intensely supported in learning groups of 1 – 4. Staff ratios are typically 1 adult to 2 or 3 students.
- Behavior Learning Support (BLS)- A BLS classroom focuses on social, emotional, behavioral and self-management skills. Students performing at grade level academically spend as much time in the general education classroom as they can given their level of self-management skills.
- Directed Studies – Services may be delivered in classrooms where students receive specially designed instruction (SDI) from a special education teacher and/or therapist(s). Some services may be delivered in classrooms where a general education and a special education teacher co-teach and provides SDI services.
- Directed Studies Life Skills - These programs focus on teaching functional level academics and life skills, vocational skills, self-advocacy, communication and independent living skills. Students are mainstreamed into general education or skills classes with adult support as appropriate .
- Directed Studies - Services may be delivered in classrooms where students receive specially designed instruction (SDI) from a special education teacher and/or therapist(s). Some services may be delivered in classrooms where a general education and a special education teacher co-teach and provides SDI services
- Directed Studies Moderate to Severe Disabilities This program is for students who require a self-contained program. These programs focus are on teaching self-care skills, vocational skills, functional academics and communication skills. Programs support students who may have significant behavior needs that require them to have supported and/or structured interactions with others.
- Directed Studies Emotional/behavioral disabilities This program is for students who require a structured environment that teaches self-management in order to successfully function in the school/community. The program focus is on teaching academic, behavioral, social/emotional and self-management skills. Most students receive instruction in the general education courses.
- Directed Studies Severe/medically fragile This program is for students with extensive orthopedic or medical involvement who may need specific equipment. Students in this program are able to safely interact with others in school and community settings. The program focus is on communication skills, vocational skills, daily living skills and community access/involvement.
SCCTP Shoreline Community College Based Transition Program
- This program is for 18 – 21 year old students who have completed 4 years of high school and are ready to participate in vocational and living skills development in a supported environment with other young adults with moderate disabilities. The program focus is on vocational internships, independent living skills, and community training. The program is housed at the Shoreline Community College campus.