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.
