Continuum of Supports

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Targeted Students: Students with special education services, majority SLD, who benefit from a structured setting and executive functioning skills. 

Targeted skill work: Study Skills is a class designed to help students improve learning effectiveness and executive functioning skills. This course covers strategies and routines that lead to successful management of school-related responsibilities and expectations. Study Skills emphasizes time and materials management, assessment preparation, test-taking strategies, self-advocacy, and goal planning. Students enrolled in this course will receive academic support along with access to resources that will help them achieve their Individualized Education Plan (IEP) goals. This includes opportunities as well as guidance and support in developing postsecondary goals and plans.

The Social Communication program is designed to support neurodivergent learners with an IEP to navigate the social, emotional, and academic expectations of high school. We support learners by providing structured lessons including but not limited to perspective-taking, conversational skills, emotional regulation, transition planning, relationship building, self-advocacy, and executive functioning. In addition to daily lessons, students are given the opportunity to focus on schoolwork when needed. Social Communication staff consult with general education teachers to ensure appropriate support is provided within all school environments. 

 

Staff that Support: Special Education Teacher, Speech and Language Pathologist, Social Worker

Targeted students: Students in the Core Program typically have some form of Intellectual disability or Significant Learning Disability with reading and math scores below the 1st %tile compared to peers their same age. Students involved in the Core program almost always have speech-language support services and receive direct social-emotional support within the program. Most students in the Core program participate in some sort of vocational training opportunity and typically are recommended to continue into the Transition Program through age 22. Within this program, many students are eligible to receive Home Based Support services and will require some sort of funding as an adult. 

Targeted skill work: Students within Core receive intensive individualized support within all domain areas of academics, functional adaptive skills, social communication skills and regulation, and gross/fine motor skills. Students within the Core Program received a modified curriculum in all academic areas directly aligned to the Essential Elements, which are assessed through the yearly Dynamic Learning Maps Assessments (alternative assessment to the SAT). The majority of students participating in the Core Program will be taking the DLM. Students' overall targeted skills are working on functional academics within reading, writing, and math to assist in their independent functioning within their daily lives. These skills include answering fact-based comprehension questions, writing an email, and shopping for the best price. Skills related to soft work skills in the vocational setting continue to be a target area so students can maintain employment. Students typically receive instruction in smaller chunks at a time. The incorporation of zones of regulation and coping strategies are embedded daily. The use of assistive technology for access to the material is incorporated into lessons (this includes head switch, able net, iPad). Many students work at times on individual schedules for behavioral needs and physical positioning needs.

Additional Info: The Core program provides the opportunity for students to receive a diploma and open the door to possible employment and lifelong learning opportunities for their future.

Transition Program

Targeted Students: 18-22 students with an IEP who have met all their graduation requirements and continue to need support/services in reaching their transition goals.

Targeted skill work: Transition Services supports young adults in pursuing their academic, social, independent living, and employment goals in natural environments. Emphasis will be placed on community-based instruction and person-centered planning. Transition Services encourages participants to obtain and maintain job experiences. Transition program participants will actively participate in setting their own goals and developing relevant and meaningful community and learning activities that will help them meet those goals. Transition Program participants will be expected to demonstrate self-determination and make decisions to the best of their ability.  They will be treated like adults and will be expected to act like adults.  The participant’s “team” will provide instruction and support, such as job coaching or learning strategies. 

DRS

The Division of Rehabilitation Services is an agency that uses state and federal funding to assist individuals with disabilities in achieving their employment, education, and independent living goals. Working with families, schools, and other agencies, the goal is to assist the individual in transitioning successfully to the world of work. The DRS STEP Program (Secondary Transitional Experience Program) is a work experience program for high school-aged individuals. This allows the student to receive counseling on post-secondary education and job exploration, workplace readiness training, and instruction in self-advocacy.  Benefits of STEP include stipends for in-school jobs, community-based job training opportunities, “real world” experiences, and transition-related linkages. Overall, the goal of LADSE's DRS STEP is to set students with disabilities up for success when they leave high school and enter the adult world.