Centralized Classes

Those students needing specialized programming from highly specialized staff in order to gain educational benefit may receive services in a centralized setting. These classrooms are not available at every campus, requiring that some students receive services away from their neighborhood campus. An ARD/IEP committee recommends a centralized classroom only when a student is not able to receive educational benefit from the services available at their neighborhood school. Students receiving services in these specialized settings also spend a varying amount of time in the general education classroom to the greatest extent possible.

Active Learning Class (ALC)

This instructional setting offers specifically designed instruction for children with low incidence disabilities. These students have significant developmental delays, often exhibiting physical/sensory disabilities. Students may also have medical fragility. The primary emphasis is to increase the students’ receptive and expressive communication, their ability to interact with the environment in meaningful ways, and enhancement of their physical abilities. These services are currently provided from preschool through high school.

Functional Academics (FA)

This instructional setting provides educational services primarily to students with cognitive impairments who access the general education curriculum through prerequisite skills. An individually paced curriculum is developed for each student, focusing on reading, writing and math with a strong emphasis on pre-vocational skills. Instruction meets the needs of students requiring alternate assessment. Students are typically able to participate in some activities and classes with their non-disabled peers. These services are provided from elementary through high school.

Life Skills Class (LS)

This instructional setting prepares students with significant disabilities to participate as independently as possible in critical natural environments. The goal is to achieve the highest level of academic progress possible while participating with maximum independence in integrated community, domestic, recreational and vocational activities. Life Skills provides educational services to students who require specialized assistance in the areas of academics, social, self-help, communication and independent living skills. Students are typically able to participate in some activities and classes with their non-disabled peers. These services are currently provided from elementary through high school.

Social and Interpersonal Learning (SAIL)

This instructional setting provides services for students with characteristics similar to individuals with high functioning autism spectrum disorder. SAIL students require a highly specialized learning environment due to significant communication, social, and behavioral needs. This classroom setting includes intensive social skill instruction, behavior modification strategies, and concentrated academic instruction based on the individual needs of students. These services are offered from elementary through high school.

Specialized Behavior Support (SBS)

Students accessing this instructional setting demonstrate significant behavioral and emotional challenges that require intensive support after all other efforts have been unsuccessful. This program addresses students’ academic and behavioral needs with highly individualized approaches and positive behavior support. Social skills instruction is a critical curriculum component in SBS. Students have opportunities to interact with their typical peers to the fullest extent possible in an effort to reinforce the generalization of acquired skills. These services are offered from elementary through high school. 

Structured Learning Class (SLC)

This instructional setting offers specially designed instruction for children with autism and/or other communication disorders who require support to build functional language and communication skills. The primary emphasis is on language/communication and social behavioral needs at the preschool level with increased emphasis on academic support and functional routines at the elementary, middle, and high school levels. The classroom environment is highly structured and incorporates positive behavior supports and instructional strategies in alignment with the principles of Applied Behavior Analysis. Students participate in activities with their non-disabled peers, as appropriate, to help generalize skills learned in the SLC classroom. These services are currently provided at preschool through high school levels.

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