This
webpage lists both Special Education Programs and Regular Education
Programs descriptions.
Special
Education Program Descriptions
Courses
in the CCRHS Special Education Department are redesigned regularly to
adapt to the individual special needs of students as they arise. The
following should be considered a sample of the types of programs
offered presently as we seek to meet the individual needs of a new
student population each year.
Tutorial Study: Recommended
for almost all special education students in freshman and sophomore
years. Tutorial study provides study skills training to support student
achievement in their language-based courses. Focusing on long term
assignments, and written work for English, science, and social studies
courses, the tutorial staff develops organizational skills, test
preparation methods, time management, and editing skills to support the
student's progress in the general curriculum. Students are scheduled
for tutorial either 2 or 4 times per week.
Math Tutorial: This course
is recommended for students whose specific learning disability
adversely impacts his/her acquisition and application of mathematical
skills in computation and conceptualization. This tutorial provides
both supports for the classroom material in which the student is
enrolled, as well as direct instruction and drill in concepts/skills
related to the student's classroom assignments.
English Language Arts: This
small group class is offered to students whose reading and writing
skills are significantly below grade level (five to seven years), and
who need basic instruction in decoding, reading comprehension, and
composition of written language. The special education teacher utilizes
her/his training in Wilson, Lindamood-Bell, and Project Read to provide
skill development in English language arts. (5 credits)
Integrated English:
Integrated English is a class designed for students who have language
learning disabilities that significantly affect their ability to
understand and use language across the curriculum. Skills and
strategies taught are individualized to student needs. Curriculum
taught is skill based and methodically introduced to improve students '
abilities to understand and use language. Students are taught
phonology, morphology , and syntax of written language. A variety of
multisensory programs are drawn from including the Lindamood-Bell and
the Wilson program to develop auditory perceptual skills, letter and
sound recognition, and reading fluency. Reading comprehension, written
language expression including spelling, grammar and the writing process
are systemically taught. Students develop, practice and use strategies
to improve skills in auditory processing, oral language, reading
comprehension, and writing. This course will help support students who
have both difficulty attaining higher levels of abstract reasoning and
inefficient strategies for verbal problem solving (2 levels offered:
beginning and advanced). (5 credits)
Speech and Language Support:
Provided on an individual or small group format, students with
significant disabilities in auditory processing and oral language
production are provided strategies for verbal problem- solving,
memorization and oral language expression.
Communication Skills: This
related service focuses on social communication skills for students
whose specific learning disability has impeded their ability to
appropriately interpret social cues form others. Through structured
drills and unstructured exercises in communicating with peers, students
practice positive social interactions and increase their ability to
interact appropriately with peers.
Pathways Program: Is an
"umbrella" program servicing approximately twelve students. It's
purpose is provide structured times in which students with multiple,
significant special needs can receive needed related services, social,
prevocational skill training, specialized tutorial support and close
individualized program coordination. In meeting twice per day, (1st
block in the morning/last block of the day), time is reserved for
specialized services, while providing a maximized program in the
mainstream for all other blocks in the day. The Pathways Program is
staffed with a full time head teacher who coordinates all students'
progress and classroom modifications, a full time social worker, an
additional part time special educator and several tutors who work
together as a team to support students. For more
information about Pathways
Program Curriculum, click here.
CCRHS Regular Education Program
Descriptions
Social Studies/English
ResourceCenter (SSERC): Staffed every period of the day by
either a history or English teacher, the SSERC is a regular education
resource room available to all students at CCHS. Their guidance
counselor can assign students who could benefit by organizational
supports to this study when academically at risk. A special education
tutor is available in the SSERC during several other periods per week,
servicing regular education students and ESL students with academic
needs.
Math Resource Center (MARC):
Staffed by a math department teacher every block of the day, large
numbers of students access help though this setting. The special
education math tutor provides remedial support on a temporary basis for
regular education students during several blocks each week in response
to guidance counselor referrals.
Academic Supports/Afternoon
Homework Program: The special education department offers
tutorial support four afternoons per week for students who have
difficulty completing assignments independently at home. Available to
students referred by their guidance counselors, as well as special
education students, this program serves an average of five students per
day.
Special Education Teacher/Regular
Education Teacher Co-Teaching: Focusing on freshmen and
sophomore classes, where there is a large emphasis on developing
positive study, homework and note-taking skills, special educators
co-teach courses in English, social studies, and science classes. Many
regular education students' benefit by the techniques previously only
provided to special education students.
Challenge Program: Taught
by a special educator, the Challenge Program is designed to meet the
needs of ten to twelve students recommended by guidance counselors due
to concerns that they are "at-risk" for academic failure. Often these
students are experiencing difficulty establishing themselves socially
and academically in the large high school setting and benefit by a
forum in which to develop good work habits and to discuss pressing
adolescent issues with trusted adults. The Challenge Program meets four
days per week during the first "block" in the morning for academic
support and organization, as well as for an additional block of group
processing for issues the students are encountering in the school day.
Post Hospitalization Therapy Groups:
In response to the needs of students returning from hospitalization
reporting difficult making the transition from the sheltered hospital
to the large high school setting a school adjustment counselor meets
with students three times per week. Meeting at the end of the day,
student's report that they can cope more readily with the pressure of
the academic day at CCHS if they are provided the opportunity for
therapeutic support in a safe setting within the school.
