Special Day Class Living Skill
Students enrolled in Special Day Class Living Skills (SDCLS) have been diagnosed with multiple disabilities that require intensive services. These students require a multi-modailty approach to learning. The vision of the program is to make the student as independent as possible as they become more active members of their community. The IEP team will develop goals and objectives based on the needs of the student. Along with Transition, the goals may address the areas of: functional academics, communication, independent living skills, community based instruction, employment, These students may require supplementary services such as transportation, adaptive physical education, occupational therapy, behavior support services, school nurse, and language and speech, access to general education classes.
All students, age 20 – 22 in the program will no longer be integrated into general education but will continue to have peer tutors come into their classroom to help the student’s specific educational and social needs. IEP goals will be developed based on both the Student’s Individual Transition Plan as well as the standards addressed in the Life Centered Career Education. Students will focus on community-based instruction, vocational training and independence. The IEP team will begin to explore options for life after graduation.
Grade 9-10
Students in grades 9-10 will focus on transitioning to the Functional Life Skills curriculum at the high school level. The functional academic curriculum is broken down into the following areas: functional reading, writing skills, time-telling skills with an emphasis on reading and using a schedule, time management, money management, calculator skills, computer skills, and community based instruction. Students will also work on social skills such as basic cooperation, communication, and self-awareness. Identifying and using a functional form of communication will also be emphasized. Students will have access to peer tutors in the classroom. After the second semester at Valencia, students may be integrated as appropriate into a general education classroom for subject(s) that will best benefit their individual needs. Students will begin to identify and discuss career interests and transition goals. Students will begin community based
instruction focusing on community awareness and appropriate behavior when in the community.
Grade 11-12
Students in grades 11-12 will begin to focus greater part of the day to developing vocational skills both in class and possible on campus jobs. Community based instruction will intensify by increasing time and duration in the community. The IEP team will work together to focus transition goals as the student prepares for the transition grade program.
Grade 12+/Transition
Students in the Transition program will shift focus from the Functional Academics and work in the Life Centered Career Education (LCCEE) Curriculum. The LCCE Curriculum has three domains: Employment Skills, Interpersonal Skills, and Daily Living Skills. The time in the community will increase. Students will identify recreational and career interests as well as options for future living and support. Career interest will be matched with vocational coursework and/or community work experience. The students will increase their focus on the specific skills they will need to meet his/her transition goals and be successful in the environment he/she will be in after completing the program at Valencia.
Students enrolled in Special Day Class Living Skills (SDCLS) have been diagnosed with multiple disabilities that require intensive services. These students require a multi-modailty approach to learning. The vision of the program is to make the student as independent as possible as they become more active members of their community. The IEP team will develop goals and objectives based on the needs of the student. Along with Transition, the goals may address the areas of: functional academics, communication, independent living skills, community based instruction, employment, These students may require supplementary services such as transportation, adaptive physical education, occupational therapy, behavior support services, school nurse, and language and speech, access to general education classes.
All students, age 20 – 22 in the program will no longer be integrated into general education but will continue to have peer tutors come into their classroom to help the student’s specific educational and social needs. IEP goals will be developed based on both the Student’s Individual Transition Plan as well as the standards addressed in the Life Centered Career Education. Students will focus on community-based instruction, vocational training and independence. The IEP team will begin to explore options for life after graduation.
Grade 9-10
Students in grades 9-10 will focus on transitioning to the Functional Life Skills curriculum at the high school level. The functional academic curriculum is broken down into the following areas: functional reading, writing skills, time-telling skills with an emphasis on reading and using a schedule, time management, money management, calculator skills, computer skills, and community based instruction. Students will also work on social skills such as basic cooperation, communication, and self-awareness. Identifying and using a functional form of communication will also be emphasized. Students will have access to peer tutors in the classroom. After the second semester at Valencia, students may be integrated as appropriate into a general education classroom for subject(s) that will best benefit their individual needs. Students will begin to identify and discuss career interests and transition goals. Students will begin community based
instruction focusing on community awareness and appropriate behavior when in the community.
Grade 11-12
Students in grades 11-12 will begin to focus greater part of the day to developing vocational skills both in class and possible on campus jobs. Community based instruction will intensify by increasing time and duration in the community. The IEP team will work together to focus transition goals as the student prepares for the transition grade program.
Grade 12+/Transition
Students in the Transition program will shift focus from the Functional Academics and work in the Life Centered Career Education (LCCEE) Curriculum. The LCCE Curriculum has three domains: Employment Skills, Interpersonal Skills, and Daily Living Skills. The time in the community will increase. Students will identify recreational and career interests as well as options for future living and support. Career interest will be matched with vocational coursework and/or community work experience. The students will increase their focus on the specific skills they will need to meet his/her transition goals and be successful in the environment he/she will be in after completing the program at Valencia.