Special Education Programs

 

The following program descriptions are indicative of the "typical" student in the program. Students not meeting criteria will be determined for placement on a case-by-case basis and must have approval from the special education department.

Cross-Categorical Academics (CC-A): Grade Levels K-5
 

• Mild Intellectual Disability and/or qualification for MSAA; Developmental Disabilities, Severe communication impairment impacting academic performance, Autism (these are the most common disabilities in this program).
• Behaviors caused by the disability may be present. Intensity of behaviors may distinguish between this program and other programs.
• May have communication needs requiring low or high tech devices
• Mild sensory needs may be present.
• In need of a highly structured program AND
• Social Interactions are not typical compared to gen ed peers.

Cross-Categorical Foundational Academics (CC-FA): Grade Levels 6-8
 

• Mild Intellectual Disability and/or qualification for MSAA. Other primary disabilities are possible; however, program placement is determined on a case-by-case basis and must include district special education staff in consultation.
• Behaviors caused by the disability may be present. Intensity of behaviors may distinguish between this program and other programs.
• Instruction based on grade level standards with significant modification.
• May have communication needs requiring low or high tech devices.
• Mild sensory needs may be present.
• In need of a highly structured program AND
• Social Interactions are not typical compared to gen ed peers.
   

Cross-Categorical Foundational Skills (CC-FS): Grade Levels K-8
 

• Mild or Moderate Intellectual Disability and/or qualification for MSAA (other primary disabilities are possible). Students should NOT have eligibilities of Developmental Delay.
• Instruction based on grade level standards with significant modification.
• In need of a highly structured program.
• Often in need of ADL supports from staff.
• Often have communication needs requiring low or high tech devices.
• Extent of ADL support and communication needs will be greater than students attending the CC-A or CC-FA program AND
• Social Interactions are not typical compared to gen ed peers.
   

Cross-Categorical Social Emotional Behavior (CC-SEB): Grade Levels K-8
 

• May have disabilities of Emotional Disability, Other Health Impairment, or Developmental Delays/disorders (these are the most common).
• Disability severely affects social/emotional/behavioral functioning.
• Direct instruction in social skills and positive replacement behaviors is embedded into their daily curriculum.
• Leveled system is used to determine when students are ready to mainstream into gen ed population.
   

Cross-Categorical Autism (CC-Autism): Grade Levels K-8
 

• May have disabilities of Autism, Developmental Delay, Emotional Disability, Other Health Impairment (these are the most common)
• Communication needs may require low or high tech devices. Students may be verbal or non-verbal.
• Intensive sensory needs are often present.
• In need of a routine based, highly structured program emphasizing on positive behavioral supports.
• Often in need of ADL support from staff AND
• Social interactions are not typical compared to gen ed peers.
   

Cross-Categorical Multiple Disability (CC-MD): Grade Levels K-8
 

• Multiple Disabilities are present, including Severe Intellectual Disabilities.
• Vision and hearing impairments are common.
• Instruction based on grade level standards with significant modification.
• Communication needs require low or high tech devices. Students are typically nonverbal.
• Sensory and fine motor needs are present. Feeding assistance often needed.
• Often non-ambulatory or require assistance for mobility and toileting.
• In need of ADL support from staff AND
• Social interactions are not typical compared to gen ed peers.