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Early Childhood and Elementary Special Education Department (ECE)
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Elementary Special Education Programs
The Elementary Special Education Program provides and oversees services for children in grades kindergarten through fifth/sixth grade who experience a variety of disabilities.
Students eligible for special education must receive special education services in their "least restrictive environment." Under the Individuals with Disabilities Education Act (IDEA), school districts are required to maintain a full continuum of educational placement options for students.
The Individualized Education Program (IEP) team determines the educational placement for each student after thoughtful and careful dialogue regarding the functional and academic needs of the student.
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Extended Resource Classrooms
Extended Resource Classroom (ERC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate academic instruction for students who are experiencing a significant delay in academic progress.
- Inclusion opportunities utilizing the continuum of supports are available based on student's needs.
- Typically students require direct instruction in all areas of academics to make appropriate progress.
- Students may access the general education curriculum and supplemental curriculum is introduced on an individual basis and is monitored for individual success.
- Social and behavioral skill instruction is integrated throughout the student's day
- This self-contained regional program functions within a neighborhood school. Students access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
- These students are typically on the diploma track; students take the Standards Based Assessments annually but may require several approved accommodations.
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School-Based Behavior Support Program
The School Based Behavior Support (SBBS) Program is for students who are eligible for special education services in kindergarten through fifth grade. The mission of the SBBS Program is to provide high quality services for students with challenging behaviors. Intensive interventions are delivered by specially trained staff in specific environments in order to successfully access their education, while developing the skills to return to a less restrictive environment. Our sites are located within several neighborhood elementary schools across the district.The SBBS Program:-
Develops individual education programs (IEPs) and behavioral intervention plans (BIPs) to promote independence and academic progress
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Describes and reshapes observable behaviors of students
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Implements district-approved common core curriculum
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Teaches students frustration tolerance, flexibility and problem-solving techniques
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Provides interventions that emphasize self-monitoring, self-regulation, and self-management strategies
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Involves staff in continuously role-modeling replacement behaviors
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Supports families with the use of community resources that emphasizes the importance of community and school partnerships.
In the SBBS Program, students are given continual chances to develop their problem-solving skills and build strong social connections, all while engaging with the standard school curriculum in the warm environment of a neighborhood school. These students are achieving at or near their expected grade level and are working toward earning a regular diploma. Each student's unique needs are well considered with personalized Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Through their Individualized Education Plans (IEPs), students in the SBBS program are empowered to access general education classes to the greatest extent feasible, with placement decisions tailored to each student's best interests.Our service model encompasses training, resources, effective practices, and collaboration & ºÚ¶´ÉçÇø within our schools and in the community. Our methodologies include Positive Behavior Interventions and Supports (PBIS), Nonviolent Crisis Intervention (NCI), Trauma Informed Care (TIC), and Applied Behavior Analysis (ABA). Our structure involves two types of classrooms - Transition and Intensive Classrooms. Our structure also includes a Refocus Area. Our instructional blocks embrace district-approved academics, social-emotional learning (SEL), teaching replacement, and recess skills. Our comprehensive process and procedures encompass the following steps: placement into the SBBS Program, which includes personalized support and structured learning environments; transitioning between the two specialized SBBS classrooms, each tailored to individual student needs; integration into mainstream education settings utilizing the Positive Approach to Student Success (PASS) program, designed to foster academic achievement and social integration; and successful completion and eventual exit from the SBBS Program, with a focus on ongoing support and transition into further educational or vocational pathways. Our multi-disciplinary team includes families, special education teachers, general education teachers, teacher assistants, behavior coaches, counselors, nurses, social workers, speech-language pathologists, occupational therapists, school psychologists, department chairs, behavior analysts, building administrators, and district-level administrators. -
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Structured Learning Class
The highly Structured Learning Classroom (SLC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate communication and social skills while teaching grade-level expectations. Students may require adaptive living skill instruction.
- Inclusion opportunities using the continuum of supports are available based on students' needs.
- Classrooms are set up using six elements of instruction. Students receive individualized adult support with academics.
- Individualized Supports and Services
- Systematic Instruction
- Comprehensible (structured) Environment
- Specialized Curriculum: Communication, Social Skills
- Functional Approach to Problem Behavior
- Family Involvement
- Social and communication skill instruction is integrated throughout the student's day.
- This self-contained regional program functions within a neighborhood school. Students may access art, music, PE, library, and health with supervision from paraprofessionals.
- Core curriculum is introduced on an individual basis and is monitored for individual success.
- Students are typically on the diploma track; students take the regular state assessment annually.
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Resource
The Elementary Resource program incorporates a variety of evidence-based teaching strategies and curricula options to facilitate academic instruction for students who have been identified for services by an IEP team. Inclusion opportunities utilizing the continuum of supports are available based on students' needs.
Typically, resource students are included in the general education classrooms and receive special education support in the classroom or in a special education resource classroom for part of the day. Resource teams support students who need specially designed instruction so that students can access the general education curriculum. Resource teams may also provide intervention, supplemental, and replacement curriculum if deemed necessary by the team.
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Life Skills Classrooms
Life Skills (LS) incorporates a variety of evidence-based teaching strategies and curricula to support students in developing functional academic, social, and independent living skills. Students typically require continuous care throughout the day provided by special education staff.
- Student curriculum is highly individualized and utilizes specialized curriculum for academic progress.
- Self-help and adaptive living skills training are embedded throughout the day in various school and community settings.
- Classrooms are set up using six elements of instruction. Students receive individualized adult support with functional academics.
- Individualized Supports and Services
- Systematic Instruction
- Comprehensible Environment
- Specialized Curriculum: Communication, Social Skills
- Functional Approach to Problem Behavior
- Family Involvement
- Inclusion opportunities utilizing the continuum of supports are available based on students' needs.
- This self-contained regional program functions within a neighborhood school. Students could have the opportunities to access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
- Students are typically working on alternate grade level expectations.
- Students are typically on the non-diploma track; most students take the Alternate Assessment annually.
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Alaska State School for Deaf and Hard of Hearing
Read the AKSDHH description here.
Contact Information
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Sonya Rickard
Administrative Assistant
(907) 742-6065
Jason Hlasny
Director
(907) 742-6065
Kelsey Bouslaugh
Assistant Director
(907) 742-6064
Anne Paolucci
Assistant Director
(907) 742-3993