CUSD Programs

CLOVIS UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION CONTINUUM OF SERVICES Community Advisory Committee Presentation September 25, 2019 ABOUT CLOVIS UNIFIED SELPA Clovis Unified is a single-district SELPA (Special Education Local Plan Area). There are over 4,100 students with an Individual Education Program (IEP) or an Individual Family Service Plan (IFSP).

We serve eligible students living in Clovis Unified from Birth to 22. EARLY INTERVENTION, PRESCHOOL, & ELEMENTARY PROGRAMS INTERMEDIATE, HIGH SCHOOL, AND ADULT PROGRAMS CONTINUUM OF SERVICES Programs Least Restrictive

Most Restrictive Early Start Program Infants- CITI kids-(Clovis Infant Toddler Intervention) Resource Specialist Programs (TKAdult) Deaf/Hard of Hearing Programs (012th grade) Vocational Education (9th 12th grade) Special Day Class Functional Life Skills (Preschool Adult)

Adult Transition Programs (Keys, LINKS) Autism (Preschool (PALS) 12h grade) Intervention Programs (K-12th grade) Severely Disabled (3 yr. 22 yr.) Garfield Center Medically Fragile (3 yr. 22 yr.)

Home/Hospital Instruction Non-Public School Residential Placement Related Services

Adapted P.E. Assistive Technology Audiologist Auditory Therapist Behavioral Intervention Braillist Deaf/Hard of Hearing Health/Nursing

Occupational Therapy Orientation and Mobility Physical Therapy Psychological (Counseling) Speech/Language Therapeutic Intervention Transportation Teacher of the Visually Impaired (TVI) EARLY INTERVENTION

EARLY INTERVENTION PROGRAM: BIRTH TO THREE Children who reside in Clovis Unified that are 0-3 years of age and at risk or demonstrate significant developmental delays are eligible for Early Start Services through Clovis Infant Toddler Intervention (CITI Kids). These children are clients of Central Valley Regional Center (CVRC). Infants and toddlers receive home-based and center based services from a multidisciplinary team. Children with a Solely Low Incidence (SLI) disability; Deaf/Hard of Hearing (DHH), Visual Impairment (VI) or Orthopedic Impairment (OI) may be determined eligible and receive early intervention services from the CITI Kids Team

without being clients of CVRC. RESOURCE SPECIALIST PROGRAM RESOURCE SPECIALIST PROGRAM The Resource Specialist Program (RSP) provides services designed to accommodate students with special needs who are capable of meeting the state and district approved standards for graduation with a diploma. RESOURCE SPECIALIST PROGRAM

DIRECT INSTRUCTION RSP Direct Instruction Program (DI)- provides specially designed academic instruction during the academic block for students who require intensive academic intervention. Some students receive instruction designed for vocational readiness and will receive a Vocational Competency Certificate at the time of graduation. VOCATIONAL CERTIFICATE PROGRAM

The Vocational Certificate Program (non-diploma) provides services designed to accommodate students working toward a Vocational Competency Certificate. The vocational curriculum, taught by special education staff, focuses on academics that match student abilities and interests as well as providing skills needed for the future. Through this program, students will have the opportunity to develop prevocational and independent skills that will prepare them to be successful, productive and self-sufficient members of their community. Upon completion of the Vocational Certificate Program, students will earn a Vocational Competency Certificate and Vocational Competency Checklist based on skills mastered from the Employability Skills Frameworks and Common Core.

DEAF/HARD OF HEARING PROGRAM DEAF/HARD OF HEARING PROGRAM The Deaf/Hard of Hearing Program is a district wide program designed for small group individualized instruction with language emphasis. Students who are deaf or hard of hearing participate in this program as their disabilities interfere with learning. Specialized instructional strategies, materials, equipment and/or assistive technology are utilized for academic instruction in the students preferred communication mode and academic level in core

academic areas. Students receive support in their preferred communication mode in other academic and elective classes as designated by their IEP. DEAF/HARD OF HEARING PROGRAM PRESCHOOL - KINDERGARTEN True total communication program that will offer: Sign language Oral Auditory Individual and small group therapies in speech, language and auditory are included within this program.

Mainstreaming and reverse mainstreaming will be a part of this program. Individual needs will be met as a part of this program. Qualified sign language interpreters will be included. DEAF/HARD OF HEARING PROGRAM ELEMENTARY & SECONDARY Deaf/Hard of Hearing Program, housed at Garfield Elementary, Alta Sierra Intermediate, and Buchanan High School, uses a multi-modality approach, encompassing auditory, kinesthetic, and visual teaching strategies to teach deaf/hard of hearing children and children with communicative disabilities.

Students are included in general education activities as designated on each IEP. SPECIAL DAY CLASS (SDC) FUNCTIONAL SKILLS PROGRAM SPECIAL DAY CLASS PRESCHOOL The Preschool Special Day (SDC) Class Programs serve children with a variety of disabilities that would not receive educational benefit from a less restrictive educational placement. SDC Pre-School programs are located throughout CUSD. Some of the PS SDC

sites are co-licensed with our State Funded Preschool program which allows our SDC preschoolers maximum time spent with their general education peers. SPECIAL DAY CLASS FUNCTIONAL LIFE SKILLS Clovis Unified School District provides Special Day Classes (SDC) Functional Life Skills for children with special needs. These classes stress functional academics in programs that are located on various elementary and secondary school campuses throughout the district.

These programs are designed for small group and individualized instruction for children who represent a wide variety of disabilities and learning needs. Each student progresses at his/ her own rate and the curriculum targets skills necessary for increasing independence. Students are included in general education activities as designated on each IEP. SPECIAL DAY CLASS FUNCTIONAL LIFE SKILLS The Functional Life Skills Program, nondiploma program, is designed for students with disabilities whose educational needs cannot be met through the Clovis Unified School Districts

general education curriculum framework. Upon completion of the alternative course of study, students will receive a Certificate of Completion. SPECIAL DAY CLASS FUNCTIONAL LIFE SKILLS Alternative Curriculum includes goals and objectives in the areas of: Daily Living, Personal/Social Skills, Functional Academics, and Occupational Guidance/Prevocational Skills. The curriculum emphasizes awareness, knowledge and acquisition of the various components preparing students for adult living in the

least restrictive environment. At the secondary level, students in this Alternative Curriculum program must complete the minimum number of units required by each high school for graduation which includes P.E. or a wellness equivalent, and completion of the goals and objectives in the designated areas indicated above. SPECIAL DAY CLASS (SDC) INTENSIVE AUTISM PROGRAM SPECIAL DAY CLASS (SDC) INTENSIVE AUTISM PROGRAM PRESCHOOL/KINDERGARTEN Program for the Acquisition of Language

and Social Skills (PALS) serves children who are preschool through kindergarten age that demonstrate autistic-like behaviors and require intensive schoolbased interventions. Evidenced Based Practices, including Applied Behavioral Analysis (ABA)/Discrete Trial (DT) teaching techniques and language and social methodologies are employed within these programs. Generalization of skills is a key component of the PALS program. PALS students have general education mainstreaming opportunities as determined by their IEPs. PALS classrooms are located throughout CUSD. SPECIAL DAY CLASSES (SDC) INTENSIVE AUTISM PROGRAM The Elementary Intensive Autism Program, Intermediate Intensive Autism Program, and Adolescent Intensive Autism Program are

designed for students who present with autistic-like behaviors and require intensive intervention. The goals of the program are to increase (based on State Standards) communication, generalized social skills, behavior, and independent work typical of preschool, elementary, intermediate, and high schoolaged students. Students are included in general education activities as designated on each IEP. The Intensive Autism Program, is a non-diploma program designed for students with disabilities whose educational needs cannot be met through the Clovis Unified School Districts general education curriculum framework. SPECIAL DAY CLASS (SDC) INTERVENTION PROGRAM

SPECIAL DAY CLASS INTERVENTION PROGRAM KINDERGARTEN-SECONDARY The Elementary Intervention Program (EIP), Intermediate Intervention Program (IIP), and Adolescent Intervention Program (AIP) is an educationally therapeutic program designed for students in the elementary and secondary grades whose educational services can not be provided exclusively within the general education classroom. These students require a high level of structure and supervision in a therapeutic milieu due to social, emotional or behavioral needs. SPECIAL DAY CLASS

INTERVENTION PROGRAM Students in the Adolescent Intervention Program may earn either a high school diploma, Vocational Certificate, or Certificate of Completion based on the students IEP. SPECIAL DAY CLASS (SDC) THERAPEUTIC INTERVENTION PROGRAM (TIP) The Therapeutic Intervention Program (TIP) is a therapeutic program designed for students in elementary through high school grades whose educational services cannot be provided exclusively within the general education classroom. These students require a high level of structure and supervision in an intensive therapeutic milieu due to social, emotional or behavioral needs. These services are not available on the comprehensive school site.

SPECIAL DAY CLASS SEVERELY DISABLED PROGRAM SPECIAL DAY CLASS (SDC) SEVERELY DISABLED PROGRAM CUSDs Special Day Class (SDC) for students with Severe Disabilities (SD) are located at various elementary and secondary schools throughout the District. CUSD also has a program for students ages 18-22 that is located on the Adult School campus. SPECIAL DAY CLASS (SDC) SEVERELY DISABLED PROGRAM A variety of teaching strategies are utilized to

develop functional communication and adaptive skills. Each student progresses at his/ her own rate and the curriculum targets skills necessary for increasing individual independence. All CUSD SD programs utilize an interdisciplinary approach where teachers are able to consult with various service providers to assist in the individualization of students programming. SPECIAL DAY CLASS (SDC) SEVERELY DISABLED PROGRAM Students enrolled in the districts SD classes have goals that focus on areas such as

functional academics, vocational/recreational and leisure skills, community awareness, domestic and adaptive skills, social skills and communication skills. Students earn a Letter of Recommendation upon completion of high school. SPECIAL DAY CLASS (SDC) REDUCTIVE BEHAVIOR INSTRUCTION (RBI) The Reductive Behavior Instruction Class (RBI) develops instructional control for students within the severely disabled program who require an intensive, research-based behavior intervention program. RBI uses an interdisciplinary team approach accessing,

as appropriate, designated services including Psychological, Language/Speech, Occupational Therapy, Behavior Intervention, Assistive Technology, and Physical Therapy. GARFIELD SPECIAL EDUCATION CENTER Garfield Center is an educational facility that serves medically fragile students with severe disabilities, ranging from 3 to 22 years of age who reside in Clovis Unified. Due to the severe health risks and needs of the students, LVNs and RNs are an integral part of the program in addition to special education teachers and other special education staff. Support services such as Occupational, Physical, Vision, Deaf/ Hard of Hearing, and Speech Therapy are components of the

Garfield Center. Opportunities for interacting with typical peers is a vital component of the program. Students at Garfield Center earn a Letter of Recommendation upon completion of their high school experience. ADULT TRANSITION PROGRAM ADULT TRANSITION PROGRAM (ATP) / KEYS TO SUCCESS Keys is an individually-designed program, for students ages 18-21, who have not received a high school diploma, and focuses on independent

employment through a curriculum designed to help students develop interpersonal skills, access community resources, and receive work related training and other skills needed to live in the community. Activities are designed for students with high adaptive skills and the potential of functioning independently in the community. ADULT TRANSITION PROGRAM (ATP) / LINKS TO SUPPORT Links is a program for students, ages 18-21, whose needs focus on functional academics, recreation and leisure, community participation, domestic and adaptive, communication, social and behavioral, and mobility skills.

Links supports students in building their independent functioning as they transition to adult service providers through outside agencies, such as Central Valley Regional Center. RELATED SERVICES AUDIOLOGIST Audiological services provide the appropriate fit and function of amplification and/or assistive listening devices for students in the academic setting. Consultation and support services are provided (per individual IEPs) to the staff for the benefit of the

student. AUDITORY THERAPIST The auditory therapist provides auditory training to develop receptive language and listening skills in a 1:1 therapy setting with D/HH children. The therapist collaborates directly with teachers and parents to promote audition skills within the classroom and home setting. The emphasis is on maximizing a childs residual hearing and the ability to use it (students with cochlear implants) ITINERANT DEAF/HARD OF HEARING (D/HOH)

Once the deaf and hard of hearing specialist reviews a current audiological evaluation, and determines that the hearing loss significantly impacts the students learning, the student is eligible for deaf and hard of hearing services and the IEP team determines the appropriate amount of support and/ or direct instruction that will be provided within the general education setting. PHYSICAL THERAPY (PT) For children with orthopedic impairments, the educational Physical Therapist (PT) may help plan, implement, and monitor instructional programs addressing the

development of fine and gross motor skills, postural adaptations and ability to complete schoolwork. PTs address safety of students and school staff by monitoring equipment used by students, as well as provide training to staff in the proper lifting and physical management skills that involve the safety of both the student and school staff. OCCUPATIONAL THERAPY (OT) Educationally based Occupational Therapy (OT) addresses the perceptual motor development of the necessary foundational skills that children must have in order to access and progress in their Individualized Education Program.

ADAPTED PHYSICAL EDUCATION (APE) Adapted Physical Education (APE) addresses the significant delays in loco motor and object control skills, as well as body and spatial awareness that could possibly keep the student from full participation in General Education P.E. Adapted PE specialists provide a continuum of PE services; direct instruction PE services (aligned with state PE standards), collaborate or co-teach with general ed PE instructor, consult with teachers on adapting or modifying PE activities, or consult on Specially Designed PE activities with special education teachers. LANGUAGE & SPEECH

SERVICES (LSS) Language and Speech services are provided at all comprehensive sites. Language/Speech Specialists provide quality, educationallybased language/speech services for assessment and treatment of all eligible students. These services may include direct intervention, collaboration, and/or consultation with parents, educational team members, and outside agencies. ASSISTIVE TECHNOLOGY (AT) Assistive Technology encompasses equipment and/or services provided district-wide to students who require it in order to access their educational curriculum. AT equipment varies from low-tech to high-tech technology and

used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive Technology can include mobility devices such as walkers and wheelchairs, supports such as pencil-grips and calculators, as well as hardware, software, and communication systems. PSYCHOLOGICAL SERVICES School psychologists provide consultation with students and staff regarding school related issues and are part of the school assessment team. School psychologists may also facilitate support groups for loss and grief, anger management, social skills, coping strategies, etc. They are also available to support in linking students and families with appropriate community resources.

BEHAVIOR INTERVENTION School psychologists, the Behavior Consultation Team (BCT), and Behavioral Services collaborate with the IEP team to address behavior that interferes with a students learning or the learning of others. Assessment is conducted in order to understand the cause(s) of interfering behaviors. The IEP team develops and implements a plan that incorporates positive behavior supports and strategies. EDUCATIONALLY RELATED MENTAL HEALTH Educationally Related Mental Health services are

provided by licensed clinicians, clinical interns, or school psychologists with the intention to help eligible students in the areas of academic achievement and personal and social development. Educationally Related Mental Health services can include helping students in developing self-knowledge, making effective decisions, learning healthy choices, and improving responsibility in order to attain academic goals, and develop a positive attitude toward learning. HEALTH/NURSING Health/ Nursing Services include consultation with parents and staff and/or direct monitoring health-related services as specified by the students individual IEP. The

school nurse collaborates with parents and staff to develop emergency procedures and appropriate on-site training for staff. ITINERANT TEACHERS OF THE VISUALLY IMPAIRED (TVI) Once a student is determined to be blind or partially sighted through an optometrist or ophthalmologist exam, an itinerant teacher provides access to the curriculum for the VI students through the provision of assistive technology, collaborating with all staff. The VI teacher provides direct services, braille instruction, or consultation services as determined by individual IEPs. These services are

provided with in the general education setting. BRAILLIST Our CUSD Braillist provides a transcription service to our students who are blind/visually impaired to convert materials from print to United English Braille (UEB). Braille services may include production of braille textbooks, homework, quizzes, tests, worksheets, or anything necessary for instruction in all subject areas. ORIENTATION & MOBILITY (O&M) Orientation and Mobility specialists instruct

students who are visually impaired in the development of skills and knowledge that enable them to travel independently to the highest degree possible, based on assessed needs and the students IEP. TRANSPORTATION Transportation is a related service on a students IEP. IEP teams determine whether or not a student may require home - toschool transportation within district boundaries and is not able to access the Gen. Ed. Transportation due to one of the four following reasons: Orthopedic impairments Severe emotional disturbance or serious medical needs Severe developmental delays Appropriate programs unavailable at home school

Clovis Unified uses its own buses to transport eligible students. FAMILY RESOURCE CENTER (FRC) The Family Resource Center offers parent-to-parent support and educational information to CUSD families with children ages birth to 21 who have an Individual Education Plan (IEP) or Individual Family Service Plan (IFSP). Sponsors parent education workshops Supports sibling workshops Participates in public awareness activities Helps families navigate Special Education & community resources Develops channels of communication between the District, families, and relevant community agencies Engages in Child Find activities that identify children with special medical or developmental needs in the Clovis Unified School

District CONTACT INFORMATION Name Program Phone Theresa Pafford SELPA Administrator 327-9410

Carrie Carter Director SpEd 327-9402 Ruth Steffy Assistant Director SpEd 327-9409 Anne Castillo Assistant Director SpEd

327-9406 Jon Logan Lead Psychologist 327-0580 David Weber Lead Psychologist 327-9579

CONTACT INFORMATION Name Program Phone Nikki Donnelly Program Specialist, PALS 327-9449 Shanna Tyson

Prog Spec-Elementary Autism 327-9434 Kristen Hatton Prog Spec-Speech/Language 327-9395 Danielle Hester

Prog Spec-Therapeutic Intervention 327-9448 Deanna Ruby Prog Spec-Severe Disabilities 327-9387 CONTACT INFORMATION Name

Program Phone Shireen Malan Prog Spec-North Area 327-9411 Cari Loete Learning Director, SpEd-Clovis Area

327-9447 Meaghan Young Prog SpecClovis Area 327-9394 Liza Gossett Prog Spec-Clovis West Area 327-9436 Stacey Tafoya

Prog Spec-Clovis West Area 327-9401 Ronda Schmidt Prog Spec-Buchanan Area 327-9421 Tacy Kroell Prog Spec-Buchanan Area

327-9437 CONTACT INFORMATION (CONT.) Name Position Phone Whitney Swillis Prog Spec-Clovis East Area & Alt Ed 327-9438

Katie Shea Amanda Martin Prog Spec-Clovis East Area Prog Spec-Clovis East Area 327-9413 327-9??? Yvette Adams Learning Director, SpEd-Clovis North Area

327-9386 Amber Kalustian Prog Spec-Adult Transition 327-9901 Katie Kraetsch Prog Spec-Early Start & Preschool 327-9403

Kris Lachs Program Specialist, School Psychology 327-9389

Recently Viewed Presentations

  • Trashketball: Plate Tectonics Question: What is a mountain

    Trashketball: Plate Tectonics Question: What is a mountain

    Question: These waves travel at the same time, but at half the speed of Primary waves, therefore these are the second waves to arrive at a particular location after an earthquake:
  • FeedBack along the Continuum

    FeedBack along the Continuum

    Let's say that you are giving feedback and someone is receiving it but they did not solicit it. Turn to the audience and indicate that since he/she did not ask for my feedback, they are basically giving me 'Lip Service',...
  • Ionic Equations.... Whats really swimming around. And whats

    Ionic Equations.... Whats really swimming around. And whats

    Ionic Equations.... What's really swimming around. And what's not swimming around. Double Replacement Reactions Also called: Metathesis reactions Double Replacement Reactions Also called: Metathesis reactions For a RXN to occur, at least one product must a non-electrolyte.
  • English 9 - Dearborn Public Schools

    English 9 - Dearborn Public Schools

    Circle the pronoun and underline the antecedent (Questions 3 & 4). Student Response: 1) The crowd gathered around the stage. _____ 2) Circe was known for practicing witchcraft. _____ 3) Abdul remembered to bring all of his materials to class....
  • What is SEN? -

    What is SEN? -

    What is inclusion? What are Special Educational Needs? Strategies for creating an inclusive learning environment. Techniques for inspiring our students and overcoming barriers to learning. Creating Inclusive Classrooms
  • Programming with OpenGL Part 1: Background Ed Angel

    Programming with OpenGL Part 1: Background Ed Angel

    glutInit . allows application to get command line arguments and initializes system. gluInitDisplayMode . requests properties for the window (the . rendering context) RGB color. Single buffering. Properties logically ORed together. glutWindowSize . in pixels. glutWindowPosition . from top-left corner...
  • Bab 4 - bambangkesit@edutour

    Bab 4 - [email protected]

    CVP Relationships in Graphic Form Viewing CVP relationships in a graph gives managers a perspective that can be obtained in no other way. Consider the following information for Wind Co.: CVP Graph CVP Graph CVP Graph Target Profit Analysis Suppose...
  • Maximizing the Amount of DNA Recovered: A Study

    Maximizing the Amount of DNA Recovered: A Study

    An additional study was designed that incorporated semen and whole blood, along with another type of swab—the classic cotton swab. The objective of this study was to determine the most effective method of collection for dried body fluid stains.