Palo Alto High School Special Education Department Course Catalog and Department Information

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1 Palo Alto High School Special Education Department Course Catalog and Department Information SPECIAL EDUCATION CLASSES Special Education classes are offered to students who have an Individual Education Program (IEP) and who qualify for these classes based on their area of disability, skill level, and demonstrated need. Students with IEP s are only enrolled in special education courses if they are not able to receive educational benefit by being included in the general education setting. Special education classes are intended to provide focused instruction for students, addressing their area of disability, in order to build necessary skills to successfully return to general education classes and/or prepare students for life after high school as aligned with their Individual Transition Plans. Fundamentals of Writing (8903) This course is for students who have a significant skill deficit in the area of written expression and who are writing far below grade level. Students receive direct instruction in writing conventions. This course is appropriate for students who are not able to be successful in general education English classes. Referral process, assessment, and IEP documentation required: Students must be given the English Language Arts Lab Writing Assessment and then referred to the Fundamentals of Writing teacher for determination of placement in class. If appropriate for the class, an IEP must be signed for the student to join. Important Note: Students receive English NCP credit for this course with a letter grade and should not concurrently enroll in general education English. English Language Arts Lab (8905) This course is for students who have a skill deficit in the area of written expression and who are writing below grade level. This course is designed to be taken concurrently with a general education English course. However, students can take this class without enrolling in a general education English course if agreed upon and L. Bricca Page 1 7/26/13

2 signed in an IEP. Referral process, assessment, and IEP documentation required: Students must be given the English Language Arts Lab Writing Assessment and then referred to the English Language Arts teacher for determination of placement in class. If appropriate for the class, an IEP must be signed for the student to join. Important Note: Students receive English NCP credit for this course with a letter grade. Academic Communication (AC 1: 8908; AC 2: 8909; Adv. AC: 8910) This course addresses the social learning needs of students whose primary deficit is in the area of social cognition. The main goals include: to facilitate development of personal problem solving; communicative skills; perspective taking; and to establish a solid understanding of social thinking and related skills that allows students to develop flexibility and independence. This class includes an emphasis on executive functioning in order to meet the needs of the learners. This class offers the following sections: Year 1 Introduction to high school/ AC content Year 2 Level 2 to re- teach core concepts in students deficit Advanced AC designed for students who demonstrate content mastery via academic skills, but not yet generalized throughout their life. Year 2 & Advanced AC may include a vocational component. Referral process and IEP documentation required: In order for a student to enroll in this class, the student s case manager must contact the Academic Communication teacher about the referral process and an IEP meeting must be held to discuss the results and determine appropriate placement. Important Note: Students who are enrolled in Academic Communication should not be concurrently enrolled in Cognitive Planning as to avoid duplicating services. Students receive elective credit for this course with a letter grade. Cognitive Planning (7083) This course addresses the executive functioning needs of students whose primary deficit is in the area of organization, time management, and social awareness regarding their ownership of the area of weakness. Important Note: This class is a pilot program for the school year of and an IEP must be signed for appropriate placement in this class. Students who are enrolled in Academic Communication should not be concurrently enrolled in Cognitive Planning as to avoid duplicating services. Students receive elective credit for this course with a grade of Pass/Fail. L. Bricca Page 2 9/26/13

3 Therapeutic Elective Class (7078) The Therapeutic Elective Class (TEC) serves students who require weekly therapeutic interventions in order to access their educational programs. The class is comprised of academic instruction and therapeutic support. This is a team- taught class with a special education teacher and a therapist. Group therapy services are embedded into the class with individual therapy services available for students who qualify. The TEC classroom therapist is also the provider of individual therapy for students who have this service, in order to facilitate maximum care. The purpose of this class is to teach students how to effectively and safely regulate their emotions with a goal of being able to successfully transition out of the class after one year. Typically, students who are appropriate for this class have already tried individual therapy and the IEP team found that they needed a higher level of therapeutic support. Referral process, assessments, and IEP documentation required: In order for a student to be eligible for the TEC class, the student s case manager must submit a TEC referral form to the TEC therapist. The therapist then conducts an assessment and an IEP meeting is held to discuss assessment results and recommendations. Important Note: Students receive elective credit for this course with a letter grade. Careers Class (7082) This is a semester course that is designed to assist students with identifying their strengths, weaknesses, and interests while learning about a wide variety of careers. Students will complete several different career interest inventories and self- assessments in order to identify where their strengths and interests intersect. Students will explore different career options and conduct research on those that interest them most. Through this research, students will investigate what educational prerequisites and/or vocational experience is required to enter their field of choice. Important Note: This class is open to 10 th, 11 th, and 12 th grade students and is offered in both the fall and spring semesters. Students who require Non- College Prep (NCP) courses and who are not yet sure of their vocational interests are strongly encouraged to take this class. 9 th grade students are not eligible to enroll in this class. Students receive elective credit for this course with a letter grade. Academic Support (8211) This course is designed for students who require structure and small group support in order to organize, understand, and complete assignments from their academic classes. Academic Support teaches student skills using an AVID- based approach, and is taught by a special education teacher, with additional instructional aide support. L. Bricca Page 3 9/26/13

4 This class is appropriate for students who have difficulty completing assignments independently, and who require pre- teaching and re- teaching in order to retain information and grasp new concepts. Important Note: Students receive elective credit for this course with a Pass/Fail grade. Academic Support is an IEP service, so an IEP must be signed in order for a student to enroll. For students who are able to work independently and need only minimal help on assignments, Study Hall is a more appropriate class to attend. Study Hall (0553) Study Hall is not a formal course. Students who are enrolled in study hall do not receive a grade or credit for attending. Study Hall is for students who need structure and time in their school day to complete homework assignments but who do not need one- on- one support. Students who attend this class should be able to work independently and exhibit appropriate behavior that does not impede their learning or the learning of others. This class is monitored by Instructional Aides and attendance is recorded on Infinite Campus. This class is available to all students with IEP s on a drop- in basis, as long as space allows and behavioral expectations are met. Students who are enrolled in Alternative Education are encouraged to attend Study Hall if their schedule allows. Important Note: Study Hall is a pilot program for Study Hall is neither a formal course nor an IEP service. If a student fails to attend Study Hall, parents will be notified via the attendance office system, and an IEP meeting will be held after 3 unexcused absences to discuss appropriate use of instructional time. Alternative Education Alternative Education is for students who need one or more courses provided as Independent Study, typically due to either health needs, scheduling conflicts, or difficulty attending a full day of classes. Students are able to obtain credit through Alternative Education in every subject area, including curricular options from levels K- 12, as well as courses that meet UC a- g college entrance requirements. All Alternative Education courses are provided through Palo Alto High School s approved online learning program, Compass Learning, or with alternative methods, if online learning is not feasible or appropriate for the student. Students who enroll in Alternative Education must either be capable of working independently or if greater support is needed, they are then required to also attend Study Hall. Students who are enrolled in Alternative Education must meet with their teacher once per week for progress review. Referral process and IEP documentation required: In order for a student to enroll in Alternative Education, the student s special education case manager must submit the Alternative Education Referral Form to the Special Education Instructional Supervisor for approval. If approved, the student s case manager must document the Alternative L. Bricca Page 4 9/26/13

5 Education course(s) that will be taken, as it pertains to the student s graduation plan and Individual Transition Plan, also noting if the course is UC a- g approved or Non- College Prep (NCP) in the student s IEP prior to participation in any Alternative Education classes. SPECIAL EDUCATION PROGRAMS PAUSD Therapeutic Support Services The Therapeutic Support Services (TSS) program supports students from Palo Alto High School and Gunn High School, grades 9-12, who require daily therapeutic and behavioral support services. The TSS staff includes a PAUSD special education teacher as well as a full- time therapist and full- time behavior coach who are contracted from the Beacon School. Students in this program can take up to four Non- College Prep academic courses in the TSS class, as well as Academic Support, if needed. All students in this program receive weekly individual therapy and weekly group therapy, with as needed therapeutic support available throughout the day. Students in this program have access to the TSS classroom during school hours; there is always at least one staff member present in the classroom during the entire school day in order for students to have access to support when needed. Referral process, assessment, and IEP documentation required: Referrals for TSS require a referral packet and are sent to the Secondary Special Education Coordinator at the District Office for review. Once reviewed and passed on to the TSS team, the TSS team observes the student in their current environment and gathers any other necessary information before inviting the student s parents to the TSS classroom for a visitation and informal meeting with the TSS team. Once the referral process is complete, an IEP meeting is held to determine appropriate placement and services. Important Note: In order make an appropriate referral for this program, other therapeutic interventions must have been tried already and deemed insufficient to meet the needs of the student. All students who are referred must have already had an ERMHS assessment completed and in most cases, should have also already tried TEC first as a therapeutic intervention in order to ensure that the student is being educated in the Least Restrictive Environment for maximum educational benefit. Alternative Pathways (0681) This program is for students whose disability impedes their ability to fulfill all PAUSD high school graduation requirements and who require Non- College Prep (NCP) classes with functional, skills- based transition preparation; OR, for students who are capable of meeting graduation requirements but who do not plan to attend college, and who have a specific vocational interest they are committed to pursue, as documented in and aligned with their Individual Transition Plan. L. Bricca Page 5 9/26/13

6 Students whose disability prevents them from being able to fulfill all PAUSD high school graduation requirements are encouraged to enroll in Alternative Pathways, as this program provides a pathway for students to replace certain graduation requirements with vocational training and/or meaningful coursework that directly relate to the student s vocational interests, long- term goals, and Individual Transition Plan. Referral process and IEP documentation required: In order for a student to qualify for the Alternative Pathways program, case managers must refer the student and submit the following documentation to the Alternative Pathways teacher, prior to offering any Alternative Pathways services: (a) An updated Individual Transition Plan that reflects the student s area of vocational interest (b) Current transcript (c) PAUSD Alternative Graduation Requirement Initial Meeting Request Form Important Note: This class is intended for 10 th, 11 th, or 12 th grade students who are dedicated to pursuing a specific vocational interest and who are accepted through the referral process. 9 th grade students are not eligible to participate in this program. Futures The Futures program is for students with moderate to severe disabilities and focuses on learning vocational, and transferable academic and independent living skills. Students also develop the skills to navigate, form connections, and participate in their community. The goal of this program is for each student to become as independent and self- sufficient as possible. Students who qualify for the Futures program typically have a moderate to severe disability under the federal designations of Intellectually Disabled, Autism, Traumatic Brain Injury, or Multiple Disabilities. This program has a strong emphasis on community- based instruction, vocational training, communication and social skills, independent living skills, and life skills academics. Students in this program also participate in general education courses based on interest and skill level. ADDITIONAL INFORMATION Academic Enhancement (previously titled Read 180) (7039) Academic Enhancement is a research- based reading intervention program that aligns with California State Standards designed to accelerate the reading levels and test scores of struggling readers by directly addressing individual student needs. These programs use customized and adaptive instructional software, differentiated instruction, high- interest fiction and nonfiction books, and systematic direct instruction in reading skills, vocabulary, writing, and grammar. There are five parts of the program: audio books, independent reading of lexile- level paperback books, L. Bricca Page 6 9/26/13

7 computer- led instructional software, small group instruction, and whole group instruction. Students work through rotations (whole group, small group, software, independent reading & wrap up) over two class periods. Important Note: Academic Enhancement is NOT an IEP class or service. Placement in Academic Enhancement is recommended based on a Read 180 assessment. This course is intended to be taken in two class periods, which count towards a total of 20 units of English NCP credit per year. Students are recommended to take Fundamentals of Writing upon achievement of a reading lexile score of 1000 or better. CO- TAUGHT CLASSES Students who are enrolled in co- taught general education classes require the support and expertise of a special education teacher who is embedded into the class in order to access the curriculum and receive educational benefit. Co- taught classes are most appropriate for students with significant learning disabilities. Some students may require modified curriculum with NCP grades in order to receive educational benefit from the class. Math Pre- Algebra (Baker/Mueller) Algebra 1.1 (Baker/Mueller) Algebra 1.2 (Friedland/Mueller) Science Conceptual Physics (Avadhani/Lee) Biology (Farrell/Lee) Social Studies World History (Farina/Mackey) US Government/Cont. W. History (Yonkers/Halas) Important Note: Students who are enrolled in co- taught classes and who qualify for NCP grades, must have this documented in their IEP. In addition, a plan for modification of curriculum must be made and agreed upon with the general education teacher prior to the start of each semester. L. Bricca Page 7 9/26/13

8 SPECIAL EDUCATION INSTRUCTIONAL STAFF CONTACT LIST Laura M. Bricca Instructional Supervisor Alternative Education Teacher Study Hall Teacher (650) Classroom: 29/31 Office: 27A Dana Winitsky English Department Liaison Fundamentals of Writing Teacher English Language Arts Lab Teacher Classroom: 28 Office: 28 Liz Mueller Math Department Liaison Pre- Algebra, Algebra 1.1, and Geometry Co- Teacher Academic Support Teacher Classroom: 29/31 Office: 28 Susan Lee Science Department Liaison Conceptual Physics and Biology Co- Teacher Academic Support Teacher Classroom: 29/31 Office: 25 L. Bricca Page 8 9/26/13

9 Jacob Halas Social Studies Department Liaison US Government/Cont. W. History Co- Teacher Academic Support Teacher Classroom: 29/31 Office: In Social Studies Dept. John Mackey Social Studies Department Liaison W. History Co- Teacher Cognitive Planning Teacher Classroom: 29/31 Office: 25 Heather Johanson Careers Class Teacher Alternative Pathways Teacher Classroom: P- 9 Office: P- 9 Rachael Kaci Academic Communication Teacher Classroom: P- 9 Office: P- 9 L. Bricca Page 9 9/26/13

10 Erika Magagna Futures Program Teacher Classroom: 409 Office: 409 Tina Dias Therapeutic Support Services (TSS) Teacher Academic Support Teacher Classroom: 22 Office: 22 Joanne Soraghan Therapeutic Elective Class (TEC) Long- Term Sub Academic Support Long- Term Sub Classroom: 21 Office: 21 Jennifer Dantanavatanawong Speech- Language Pathologist Office: 702 L. Bricca Page 10 9/26/13

11 ASSOCIATED STAFF CONTACT INFORMATION Mary Ellen Bena Special Education Department Secretary Office: 25 Letitia Burton Academic Enhancement Teacher Classroom: P- 11 Office: P- 11 Sharon Biney-Mensah ERMHS Therapist for Therapeutic Elective Class Internal Ext: Office: 21 Christine Dithridge ERMHS Therapist Internal Ext: Office: 24 Vicki Kim Assistant Principal Special Education Administrator Internal Ext: Office: Administrative Office in Tower Building L. Bricca Page 11 9/26/13

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