High School Services
Courses in the CCHS Special Education Department are redesigned regularly to adapt to the individual special needs of students as they arise. The following should be considered a sample of the types of programs offered presently as we seek to meet the individual needs of a new student population each year.
Study Skills Center: Recommended for almost all special education students in freshman and sophomore years. Tutorial study provides study skills training to support student achievement in their language-based courses. Focusing on long term assignments, and written work for English, science, and social studies courses, the tutorial staff develops organizational skills, test preparation methods, time management, and editing skills to support the student’s progress in the general curriculum. Students are scheduled for tutorial either 2 or 4 times per week.
Math Tutorial: This course is recommended for students whose specific learning disability adversely impacts his/her acquisition and application of mathematical skills in computation and conceptualization. This tutorial provides both supports for the classroom material in which the student is enrolled, as well as direct instruction and drill in concepts/skills related to the student’s classroom assignments.
Math Strategies: This small group class is taught by a special education teacher to reinforce and reinstruct basic math skills to students with pronounced math disabilities. This class does not replace the regular required math classes but instead provides students with additional instruction in basic skills and the application of these skills to their curriculum based math instruction.
Literacy Strategies: Literacy Strategies is a class designed for students who have language learning disabilities that significantly affect their ability to understand and use language across the curriculum. Skills and strategies taught are individualized to student needs. Curriculum taught is skill based and methodically introduced to improve students’ abilities to understand and use language. Students are taught phonology, morphology, and syntax of written language. A variety of multisensory programs are drawn from including the Lindamood-Bell and the Wilson program to develop auditory perceptual skills, letter and sound recognition, and reading fluency. Reading comprehension, written language expression including spelling, grammar and the writing process are systemically taught. Students develop, practice and use strategies to improve skills in auditory processing, oral language, reading comprehension, and writing. This course will help support students who have both difficulty attaining higher levels of abstract reasoning and inefficient strategies for verbal problem solving. (5 credits)
Speech and Language Support: Provided on an individual or small group format, students with significant disabilities in auditory processing and oral language production are provided strategies for verbal problem-solving, memorization and oral language expression.
Pathways Program: Pathways Program is an “umbrella” program servicing approximately twelve students. Its purpose is to provide structured times in which students with multiple, significant special needs can receive needed related services, social/prevocational skill training, specialized tutorial support and individualized program coordination. In meeting twice per day, (1st block in the morning/last block of the day), time is reserved for specialized services, while providing a maximum program in the mainstream for all other blocks in the day. The Pathways Program is staffed with a full time head teacher who coordinates all students’ progress and classroom modifications, a full time social worker, an additional part time special educator and several tutors who work together as a team to support students.
Alternative Program (ALT PRO): This program has been developed for students with social emotional issues. A full time teacher and tutor re assigned to the program as well as part time counselor. Students are mainstreamed according to their level of emotional ability and are supported as needed. The lead teacher works closely with outside therapists and related services providers in order to create the most comprehensive program as possible for individual students.