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Special Education Programs

PRESCHOOL
DESCRIPTION

Concentrates on concepts presented through games, songs, movement, and other hands on activities. The goal of the program’s goal is to stimulate the senses, enhance academics and communication skills, encourage appropriate interaction, and teach problem solving and facilitate independence. Support services, such as speech/language therapy, physical therapy and occupational therapy are usually delivered as an integrated part of the program.

LOCATIONS

Dry Creek Elementary
Jefferson Elementary


DEVELOPMENTAL KINDERGARTEN
DESCRIPTION:

Developmental kindergarten recognizes that not all children are developmentally ready to acquire academic skills at the same pace. It focuses on identifying areas of developmental deficit and providing instruction to increase identified skill areas. Support services, such as speech/language therapy, physical therapy and occupational therapy are usually delivered as an integrated part of the program.

Developmental kindergarten is for children with identified special needs who turn 5 before September 1st each year who need more time to develop social/emotional, adaptive, cognitive, academic, and/or communication skills. Most of these children will have been identified at a younger age and will have been receiving services under a number of categories including, but not limited to, Developmentally Delayed, Autism, Health Impaired or Multiple Handicaps.

LOCATION

Hamilton Elementary


RESOURCE
DESCRIPTION

Provides an in-class or pull out services to students with identified needs in all building locations. Specially designed instruction is provided on a continuum in areas of reading, writing, math, social skills, behavior, adaptive, and/or study skills.

LOCATIONS

Dry Creek Elementary
Franklin Elementary
Hamilton Elementary
Jefferson Elementary
Roosevelt Elementary
Stevens Middle School
Lincoln High School
Port Angeles High School


RESOURCE 2
DESCRIPTION

The Resource 2 program is designed for students with identified disabilities who exhibit significant cognitive and/or adaptive delays. The smaller, more structured learning environment is designed to address the unique needs of each child.

The goal of this program is to provide students with individualized skill development in the areas of functional academics, communication, adaptive skills, social skills and/or behavior.

LOCATIONS

Franklin Elementary
Roosevelt Elementary
Stevens Middle School
Port Angeles High School


RESPONSIVE BEHAVIOR DEVELOPMENT (RBD)
DESCRIPTION

Serves students who have exhibited extreme, chronic, and long-term problem behavior (e.g. 4-6+ months) in multiple settings, that has not been improved with multiple school-based interventions, including developing a Functional Behavior Assessment and Behavior Intervention Plan each implemented for a significant length of time (4-6+ weeks). It is recommended to have a reinforcement system in place to increase desired behaviors.

Students receive most of their instruction within the class, with increasing integration into the general education settings over time as students demonstrate capability.

The final goal of a self-contained program is for students to exit and rejoin the general education classrooms as soon as possible.

LOCATIONS

Jefferson Elementary
Stevens Middle School


TRANSITION
DESCRIPTION

This program is for students who need instruction and guidance in preparing for living in the adult world. Students spend most of their day in the community at worksites. Job coaches will be assigned to support students in community job placements. Job coaches will fade support as skills are developed.

LOCATIONS

Port Angeles High School

Criteria
  • 18-21 year old students who have completed graduation requirements and are identified as ID or MD.
  • Students qualified for special education under other eligibility categories may be considered on an individual basis.
  • Students have completed a minimum of three different on-campus placements and/or supported community based jobs.
  • Each should be a minimum of 2 days/week.
  • Students should complete 2 community based or campus based job assessments prior to placement.
  • Reports need to address environmental needs, support needs & potential for placement in a work setting similar to the one assessed.
  • Each student who is able should access and be using public transportation to access essential life skill sites. Examples: Court House, high school, DVR, employment state services, medical facilities.

HOME-BOUND INSTRUCTION
DESCRIPTION

Serves students who have chronic and long-term medical conditions that interfere with the student’s ability to access educational programming within the school setting. Medical documentation is needed to support this placement. 

Students receive specially designed instruction in their home or a community setting through a certificated teacher or tutor.