Students receive instruction based on the BEST Standards Access Points with emphasis on teaching self-help skills, daily living skills, functional, life, augmentative communication skills, and pre-vocational skills, as indicated by the student's Individualized Education Program (IEP). The goal in the Life Skills program is for students to become as independent as possible. Each student has an Individualized Education Program (IEP) created and updated yearly by the education team that includes the parents/guardians. Students learn to live and work in the broader community through instruction that integrates academics, self-care skills, interpersonal skills, and vocational training within their Least Restrictive Environment. This service is available to students in PreK, elementary, middle, and high schools in the district at identified schools within each attendance zone.
Students receive instruction based on either the BEST Standards or the BEST Standards Access Points in Social and Communication sites. Students accessing this program have an eligibility for Autism Spectrum Disorder or an eligibility with similar educational needs. Areas of focus in the Social and Communication program include academics, social skills, language and communication, self-regulation and sensory/motor development, self-help, daily living, and pre-vocational skill development in the student’s Least Restrictive Environment. Each student has an Individualized Education Program (IEP) created and updated yearly by the education team that includes the parents/guardians. This service is available to students in elementary, middle, and high schools in the district at identified schools within each attendance zone.
Students receive instruction based on the BEST Standards in a behavioral intervention program. Students accessing this program have been identified as eligible in areas indicating a priority need for intensive behavioral interventions. Students have received a Functional Behavioral Assessment (FBA) and a subsequent Positive Behavior Intervention Plan (PBIP) that is integrated into their Individual Education Program (IEP). Elementary Programs focus on providing intensive, planned, and sustained behavioral support in a small-group setting, while continuing support in larger environments on the school campus. The goal in the Behavioral Intervention program is for students to improve socially appropriate behaviors and generalize them to the larger school campus. Each student has an Individualized Education Program (IEP) created and updated yearly by the education team that includes the parents/guardians. Students learn how to develop appropriate interpersonal, social/emotional, and self-regulation skills. This service is available to elementary school students at identified schools within each attendance zone.
Once eligibility for special education is determined for children ages 3 to 5 (prior to Kindergarten) with delays or disabilities, as determined by federal and state guidelines, services are determined by the Individual Education Plan (IEP) team.
This program is for students who have completed all requirements for a standard diploma. The student's IEP team has determined, prior to May 15th of the student’s senior year, that the student has a continued need for instruction and skill development that focuses on emphasis on independent functioning, daily living skills, and pre-vocational skills, as indicated by the student's Individualized Education Program (IEP). To participate, the student must defer receipt of the standard diploma to participate in the Transition Skills program. Each student has an Individualized Education Program (IEP) created and updated yearly by the education team that includes the parents/guardians. Students learn how to live and work in the greater community through instruction that combines life, pre-vocational, and self-care skills with interpersonal skills in their Least Restrictive Environment. This program is available only to students who have met graduation requirements and have deferred receipt of their diploma to continue transition education.
Placement in these low-incidence programs is determined by your child's Individual Education Plan (IEP) team based on very specific needs.