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Special Education

RESOURCE PROGRAM

The Chino Valley High School Resource Program offers remedial instruction to students who have been formally evaluated and qualify for services under categories and conditions as identified in the Individual With Disabilities Education Act (IDEA). This instruction is most commonly offered in the areas of reading, written language and mathematics. Instruction is implemented in small groups and/or on an individualized basis. 

In addition to remedial instruction, qualified students receive support for regular classroom curriculum. Additional modifications can be made to the regular classroom curriculum. Regular classroom teachers are informed of each student’s needs. Frequent personal contact and scheduled written contacts are made with regular classroom teachers to monitor progress and to promote a high frequency of success for those students in the traditional classroom. Services may also be provided in other areas including but not limited to vision, hearing, occupational therapy, speech, health and transportation if they are deemed necessary and appropriate. 

The Resource Program also has the capability to provide course work in most academic areas offered at Chino Valley High School. This offering of course work is made possible by using a variety of especially adapted/modified materials that have been developed or acquired specifically for this purpose. 

At the high school level resource students are generally assigned to the caseload of one of the resource teachers. This teacher is responsible to track the progress for each of the students assigned to him/her over their high school career. Each teacher chooses or adapts materials to fit each student’s needs and those that best fit their teaching style. Each teacher decides what activities and assignments will be required to be completed by each student on an individual basis. 

Students’ programs are individualized to address their particular needs as outlined in the Individual Education Plan/Programs (IEP). All special education qualified students receive services related to their transition into adult life. This part of their program is developed and coordinated by their multidisciplinary team as a required component of their Individual Education Plan/Program. 
FUNCTIONAL LIFE SKILLS PROGRAM 

This program provides developmentally appropriate instruction/training in daily living skill, and vocational training for students who can benefit from such training. The level and extend of participation in the program depends upon the student’s present level of performance; student, parent, and teacher priorities; availability of school and community resources, and the demands of the present and future living environments. 

The program is set up with a realistic home environment, including living room, bedroom, bathroom, kitchen and laundry room, as well as a classroom. There is one certified teacher and instructional paraprofessionals as needed to assist individual student or groups of students. For students eligible, Speech/Language Therapy and Occupational Therapy, Physical Therapy and Vision/Hearing services are provided in the life skills classroom with a variety of service delivery plans, ranging from consultative to direct services. 

Academic skills taught in the Life Skills Program include functional reading, writing and mathematics skills. Students in this program are integrated into regular curriculum areas, where appropriate for academic and vocational instruction. Daily living skills are taught and include instruction in the areas of personal health care, housekeeping, clothing care, food preparation, nutrition, shopping, and transportation, use of community facilities, and recreation and leisure. Vocational areas addressed include preparation for the world of work, training of specific job related tasks and exposure to variety of job settings sequenced for difficulty, resulting in an opportunity for community job placements. 

Student’s programs are individualized to address their particular needs as outlined in their Individual Education Plan/Program (IEP). All special education students fourteen years and older receive services related to their transition into adult life. This part of their program is developed and coordinated by their multidisciplinary team (MDC) as a required component of the Individual Education Plan/Program. At least once a year the Individual Education Plan/Program is reviewed for each student enrolled in special education. Previous goals and objectives are assessed for progress/completion and new/continuing goals and objectives are written in the student’s areas of need and in other areas as determined by their multidisciplinary team (e.g. behavior, success in regular classes, transition, etc.)