Special Education Programs
Academic Programs for Students with Disabilities
Director: Jackie Figueroa (310) 263-3188
Under IDEA 2004 all school districts are required to provide the educational experiences needed for each child to receive educational benefit in the least restrictive environment. The support programs listed below represent a continuum of services provided in Centinela Valley Union High School District from the least restrictive environment (LRE) to the most restrictive environment.
General Education - Students participate in regular classes for core academic subjects with accommodations as prescribed in their Individualized Education Programs (IEP) to meet the A-G requirements.
Co-taught courses are considered general education classes with two teachers, one general educator and one special education teacher, who teach and support all students. The two teachers utilize common core standards, and various co-teaching strategies to assist students in acquiring the academic information.
Specialized Academic Instruction (SAI) – Students participate in separate classes for core academic subjects with accommodations, as prescribed in their IEPs. SAI classes are smaller in size, with no more than 15 students per class, and the instructors for these classes are credentialed Mild/Moderate special education teachers. Teachers use essential standards and provide students with accommodations, as per their IEPs, to assist students in acquiring the academic information. Although SAI classes do not meet A-G requirements, students may earn a high school diploma.
Pathways- Students participate in separate classes for core academic subjects with accommodations, as prescribed in their IEPs. Pathways classes are smaller in size, with no more than 15 students per class, and the instructors for these classes are credentialed Moderate/Severe special education teachers. The program emphasizes the fundamental areas of reading, writing and mathematics through the upper grade curriculum that focuses on study skills and critical thinking, students are prepared for a successful transition to a post-secondary setting. Student criteria: is able to communicate wants/needs, no feeding or toileting assistance, highly independent, is able to academically perform at an upper grade level. Students in this program must be eligible for the CAA and MUST be able to participate in the aligned CAA standards curriculum. Although Pathways classes do not meet A-G requirements, students may earn a high school diploma and continue with transition program services after their four years of high school.
Functional Life Skills (FLS) – Students participate in separate classes for core academic subjects with accommodations, as prescribed in their IEPs. FLS classes are smaller in size, with no more than 15 students per class, and the instructors for these classes are credentialed Moderate/Severe special education teachers. Teachers use functional academic and non academic standards and provide students with accommodations, as per their IEPs, to assist students in acquiring basic academic skills, daily living skills, recreational skills, leisure skills and skills for future employment. Although FLS classes do not meet A-G requirements, nor provide students with a traditional high school diploma, students are able to earn a Certificate of Attendance allowing them to continue with transition program services after their four years of high school.
Adult Transition Program – This program is designed for young adults aged 18 to 22 years old who require support in functional academics, independent living skills, vocational training, community based instruction, mobility training, social skills training past their four years of high school. To access the program, young adults must have received a Certificate of Attendance or Diploma on an Alternate Pathway.