1. Clovis Unified School District Special Education Continuum of Services
Community Advisory Committee
Presentation
September 21, 2016

2. About Clovis Unified SELPA
Clovis Unified is a single-district SELPA (Special Education Local Plan Area).
There are over 3,548 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.

3. Birth to School Age Programs

4. Preschool & Elementary School Programs

5. Intermediate School Programs

6. High School Programs

7. Adult Transition Programs (ATP)

8. Continuum of Services Programs Related Services Adapted P.E.
Least Restrictive
Most Restrictive
Early Start Program
Infants- CITI kids-(Clovis Infant Toddler Intervention)
(0-3) Home Program
CHAPS (Clovis Hybrid Autism Program and Services)
Resource Specialist Programs (K-12th grade)
Deaf/Hard of Hearing Programs (0-12th grade)
Vocational Education
Secondary
Special Day Class
Functional Life Skills (Preschool – Adult)
Adult Transition Programs (Keys, LINKS)
Autism (Preschool (PALS) – 12h grade)
Intervention Programs (1st-12th grade)
Severely Disabled (0 – 22 yr.)
Garfield Center
Medically Fragile (0 – 22 yr.)
Home/Hospital Instruction
Residential Placement
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)

9. Early Intervention

10. Early Intervention Programs: 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. 
CHAPS (Clovis Hybrid Autism Program) Provides intensive behavioral services for children who demonstrate autistic-like behaviors. CHAPS serves children 18 months to 7 years of age.

11. Resource Specialist Programs

12. Resource Specialist Programs
The Resource Specialist Program (RSP) provides services designed to accommodate special needs students who are capable of meeting the state and district approved standards for graduation with a diploma. Also, some students receive instruction designed for vocational readiness and will receive a Vocational Competency Certificate at the time of graduation.
Word bullet #1 like intermediate

13. Resource Specialist Programs: Kindergarten-12th Grade
RSP (Resource Specialist Program)- Students are enrolled in their grade appropriate general education class providing access to core curriculum and age appropriate peers. Students’ participation in special education is determined by their individual IEPs. These programs are located on each elementary and secondary school campus and designed for children in Kindergarten through 12th grade who represent a wide variety of disabilities and learning needs.

14. Resource Specialist Programs
Students who receive RSP services may be served through various models as determined by their IEP. These include: pull-out, co-teaching, consultation, small group, direct-instruction, or supported classrooms.
Students receiving consultation or supported classroom RSP services are instructed in general education classrooms by general education teachers and special education staff to provide appropriate instruction and accommodations for the student in the general education curriculum.
Word bullet #1 like intermediate

15. Vocational Certificate Programs
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 Framework and Common Core.
Word smith bullet #1 to state not an option… reference web page CUSD

16. Deaf/Hard of Hearing Programs

17. Deaf/Hard of Hearing Programs
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 student’s 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.

18. Deaf/Hard of Hearing Programs: Preschool - Kindergarten
True total communication program that will offer:
Sign language
Oral
Auditory
Services are available for hearing aid and cochlear implant users.
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.
This program is for children with average cognition who have language and communication needs.
Each individual needs will be met as a part of this program.
Qualified sign language interpreters will be included.

19. Deaf/Hard of Hearing Programs: 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. It is a full day program encompassing 1st through 12th grades.
Students are included in general education activities as designated on each IEP.
Fix general education participation: re word in another bullet and maybe add generic general education participation piece

20. Functional Skills Programs

21. Special Day Class: Preschool
The Preschool Special Day Class Programs serve children with a variety of disabilities that would not receive educational benefit from a less restrictive educational placement. SDC PS 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.

22. Special Day Class Functional Skills
Clovis Unified School District provides Special Day Classes (SDC) for children with special needs. These classes stress functional academics in a full-day program and 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.
Deleted transportation and added gen participation to preschool

23. Functional Life Skills Special Day Class
The Functional Life Skills Program, non-diploma program, is designed for students with disabilities whose educational needs cannot be met through the Clovis Unified School District’s general education curriculum framework.
Upon completion of the alternative course of study, students will receive a Certificate of Completion.

24. Functional Life Skills Special Day Class
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.
Review all non diploma programs for secondary

25. Applied Social Academic Program (ASAP)
This is an elementary special day class program where the emphasis surrounds social skills acquisition and application of functional academic skills.
This program is designed for students in elementary grades, whose educational services cannot be provided exclusively with in the general education classroom. These students require a high level of structure and supervision due to their social or behavioral needs.

26. Intensive Autism Programs

27. Special Day Classes (SDC) Intensive Autism Programs Preschool
Program for the Acquisition of Language and Social Skills (PALS) serves children who are preschool and kindergarten age that demonstrate autistic-like behaviors and require intensive school-based behavioral interventions. Applied behavioral analysis/discrete trial techniques along with current research-based language and social methodologies are employed within these programs. PALS classrooms are located throughout CUSD. PALS students have general education mainstreaming opportunities as determined by their IEPs.

28. Special Day Classes (SDC) Intensive Autism Programs
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 is to increase (based on State Standards) communication, generalized social skills, behavior, and independent “work” typical of preschool, elementary, intermediate, and high school-aged students.
Students are included in general education activities as designated on each IEP.
Go back to PALS and add intensive piece / add general ed participation piece add “generalization” and take out cognitive in goal area

29. Intervention Programs

30. Special Day Class Intervention Programs
Students in the Adolescent Intervention Program may earn either a high school diploma, Vocational Certificate, or Certificate of Completion based on the students IEP.
Word smith bullet #2(may earn) and use verbiage from intermediate

31. Special Day Class Intervention Programs 1st-12th Grades
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.

32. Therapeutic Intervention Program (TIP)
The Therapeutic Intervention Program (TIP) is a therapeutic program designed for students in the 7th-12th  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.

33. Severely Disabled Programs

34. Special Day Class - Students with Severe Disabilities
CUSD’s 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 that is located on the Adult School campus.
Letter of recommendation not certificate of attendance /

35. Special Day Class for students with Severe Disabilities
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 a interdisciplinary approach where teachers are able to consult with various service providers to assist in the individualization of students’ programming.

36. Special Day Class for students with Severe Disabilities
Students enrolled in the district’s 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.

37. 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.

38. 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.

39. Adult Transition Programs

40. Adult Transition Program (ATP) Keys To Success
Keys is an individually-designed program, for students ages , 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.

41. Links to Support
Links is a program for students, ages 18-22, 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.
Add a slide for IOP add a slide for ASAP, RDI

42. Related Services

43. Adaptive P.E.
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.

44. 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.

45. 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 child’s residual hearing and the ability to use it (students with cochlear implants)

46. Itinerant Deaf/Hard of Hearing
Once the deaf and hard of hearing specialist reviews a current audiological evaluation, and determines that the hearing loss significantly impacts the student’s 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.

47. 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.

48. Orientation & Mobility (O&M)
Orientation and Mobility specialists instruct visually impaired students 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.

49. Physical Therapy
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.

50. Psychological Services
School psychologists provide short term crisis counseling, 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, grief, anger management, etc.
They are also available to support in linking students and families with appropriate community resources.

51. Behavior Intervention
School psychologists, the Behavior Consultation Team, and Board Certified Behavior Analysts (BCBA) collaborate with the IEP team to address behavior that interferes with a student’s 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.

52. Educationally Related Mental Health Services (ERMHS)
ERMHS is 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.
ERMHS 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.

53. Speech/Language
Language and Speech services are provided at all comprehensive sites. Language/Speech Specialists provide quality, educationally-based 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.

54. 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. 

55. Health/Nursing
Health/ Nursing Services include consultation with parents and staff and/or direct monitoring health- related services as specified by the student’s individual IEP. The school nurse collaborates with parents and staff to develop emergency procedures and appropriate on-site training for staff.

56. Transportation
Transportation is a related service on a student’s IEP. IEP teams determine whether or not a student may require door- to- door 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.

57. Itinerant Teachers of the Visually Impaired
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.

58. Contact Information
Name
Program
Phone
Theresa Pafford
SELPA Administrator
Shannon Greene
Director SpEd
Joanne Fiedler
Assistant Director SpEd
Arlene Eberly
Jon Logan
Lead Psychologist
David Weber

59. Contact Information
Name
Program
Phone
Amy Balmanno
Prog Spec-Elementary Autism
Kristen Hatton
Prog Spec-Speech/Language
Danielle Hester
Prog Spec-Therapeutic Intervention
Anne Castillo
Prog Spec-Severe Disabilities

60. Contact Information
Name
Program
Phone
Monica Castillo
Prog Spec-North Area
Janet Ryska
Prog Spec-Clovis Area
Debbie Takacs
Prog Spec–Clovis Area
Liza Gossett
Prog Spec-Clovis West Area
Stacey Tafoya
Ronda Schmidt
Prog Spec-Buchanan Area
Tacy Kroell

61. Contact Information (Cont.)
Name
Position
Phone
Laura Munnelly
Prog Spec-Clovis East Area & Alt Ed
Katie Shea
Prog Spec-Clovis East Area
Yvette Adams
Prog Spec-Clovis North Area
Amber Kalustian
Prog Spec-Adult Transition
Katie Kraetsch
Prog Spec-Early Start & Preschool
Ryan Elison
Prog Spec-Clovis Hybrid Autism Prog