Continuum of Services

When students are placed in these special education programs, teachers are serving primarily students with general overall delays in all areas of functioning in academics and non-academics. Structured Learning Classes are similar in general overall delays, but the interventions are unique and directed in a methodology that is highly structured individual and small groups prior to exiting to other lesser restrictive programs.

Some students have significant education impact due to challenges with social skills and adaptability to new environments yet demonstrate high academics and cognitive skills. Students that have extreme difficulty in the general education classroom with being flexible in routines, social and perceptual interaction skills, have a very rigid approach to learning and experience melt downs due to sensory issues are provided this educational intervention in the ERR classroom. 

The goal of the ERR is to provide intensive social/adaptive skill instruction and upon successful learning, re-integrate into the general education setting to implement the strategies. Often students enter the ERR program after general education and resource support has not been successful. Many students do respond well in their neighborhood schools, but a small percentage need this intensive support. Students are often identified as students with high functioning autism, autism spectrum disorders, or undiagnosed conditions but display these characteristics and meet eligibility for special education. 

Bridges classrooms are students with the most intensive emotional or behavioral disabilities and need appropriate intensive intervention before fully re-integrated into general education classrooms. Students generally have on or above age level cognitive skills, and academic potential, but due to the severity of the disability are not able to access education in a traditional model.  Students may start out as a full day bridge student but work through a leveled behavior system to earn access to general education settings. Students are expected to exit to general education programs as soon as they have acquired the necessary skills. Some students require long term intervention from elementary through high school.  We also have a full-time social workers assigned to work with our Bridges families and students to access outside supports to increase outcomes in the home and school setting.

All placements are individually with the student’s IEP team. Considerations for academic and non academic benefit, in the least restrictive environment, based on the unique needs of the individual are all considered. There is not a list of qualifications for special education program placements as each  child must be considered individually for the full range of the continuum of services.