Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
General Parenting
Programs at the independent district they are letting me tour
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="buddy" data-source="post: 514356" data-attributes="member: 12886"><p><strong><em><u>*Here is the description of the venture program, which I think is one of the ones they are having me consider....actually sounds like Q...hmmm/?????</u></em></strong></p><p></p><p></p><p>Student Profile</p><p>Venture students typically have a long history of receiving special education services in their previous school years. </p><p>At some point during these years, they have required resources beyond what is available in their school environment. </p><p>These educational needs are due to the combined impact of their medical/mental health diagnose(s) and their </p><p>educational eligibility for special education services (most often, Autism Spectrum Disorders (ASD)). These students are referred because they </p><p>require a more intense level of staff support and services throughout most or a portion of their school day. They </p><p>require a unique environment that provides personal space and helps the student maintain a positive school </p><p>reputation. For various reasons, it has been determined that the behavioral strategies typical in Emotional/Behavioral </p><p>Disorders (EBD) special education models, have not been appropriate or effective to meet the students unique </p><p>needs. Students have met special education criteria in Other Health Disabilities (OHD), Autism Spectrum Disorder </p><p>(Autism Spectrum Disorders (ASD)), Emotional/Behavioral Disorders (EBD), or Specific Learning Disabilities (SLD). These students can manage </p><p>direction to move between classes and manage academic and social transitions throughout the day given </p><p>accommodations as identified on the IEP. </p><p>Mission/Goals</p><p>Venture provides a specialized, small group education setting for the very low incidence disability area of </p><p>neurobiological disorders. The program goal is to provide a customized environment, low staff-student ratio, options </p><p>for mainstream, work experience, small group, and individualized academic programming. In addition, there is </p><p>intensive instruction in coping and calming strategies and flexible design for specific needs. A focus on developing </p><p>pro-social behaviors, self-awareness, self-advocacy skills, communication skills, problem solving skills, and teaching </p><p>students to generalize these new skills in a variety of environments is emphasized. Transition and vocational </p><p>programming is offered.</p><p></p><p>Components</p><p>Academic Skills:</p><p>- Academic instruction typically focuses on implementation of traditional appropriate high school curriculum and </p><p>transition areas.</p><p>- Students are taught in small and individualized settings.</p><p>- Instruction provides emphasis on literacy, math and social/emotional skills</p><p>- Minnesota testing and grad standards are implemented for all students.</p><p>Social/Behavior:</p><p>- Participate in small group and individual activities/classes to develop pro-social behaviors while developing the </p><p>ability to understand and implement coping and calming strategies based on their individual needs.</p><p>- A continuum of behavior intervention strategies are used to help students manage symptoms and increase </p><p>success in adult life.</p><p>- Pro-active behavior management strategies, gentle teaching and social learning profile assessment are used to </p><p>encourage success.</p><p>- Crisis Prevention Intervention strategies implemented when necessary for caring, safety, security and welfare of </p><p>all students and staff.</p><p>- Self-regulation techniques are taught to increase self-advocacy, coping and calming, and management of </p><p>needs in adult life.</p><p>- Students are actively involved in beginning to develop their IEP, and supported to lead the IEP meeting. Developmental Cognitive Disabilities (Developmental Coordination Disorder (DCD))/Customized/Special Populations 11/16/2011</p><p>Vocational/Transition Skills:</p><p>- Participate in transition activities when they reach transition ages.</p><p>- Job skills training experience and career exploration offered</p><p>- Course offered to address development of transition skills in the areas of education and training, employment, </p><p>and independent living per individual student needs</p><p>Family/Interagency Collaboration:</p><p>- Venture collaborates and communicates with families on students education plans.</p><p>- School Social Worker coordinates and communicates with community resources and co-located mental health </p><p>services (i.e. Hennepin County social worker or community based services, Department of Rehabilitative </p><p>Services (doctors), specialty support groups, and mental health support)</p><p>Inclusion/Community-Based Services:</p><p>- Opportunities for inclusion and instruction at resident high schools.</p><p>- Experiences extend learning in the classroom and provide opportunity for practice and generalization of social </p><p>skills.</p><p>Physical Fitness and Motor:</p><p>- Movement and Learning activities include physical education class. Students are encouraged to participate in </p><p>individual and group activities that develop life fitness, recreation and leisure skills</p><p>- Physical activities are embedded into the school day.</p><p>- Students have the opportunity to access a calming room designed to allow them to participate in motor and </p><p>sensory activities for self-regulation/calming</p><p>Program Core</p><p>Licensed Ratio: 2.7</p><p>Non Licensed Ratio: 3.35</p><p>Staffing Includes:</p><p>Program Core</p><p>- Licensed/Highly Qualified Instructors</p><p>- Educational Assistants</p><p>Support Staff</p><p>- Program Facilitator</p><p>- School Social Worker</p><p>- Behavior Support Teacher</p><p>- Work Experience Coordinator</p><p>- Social Emotional Learning Specialist</p><p>- School Psychological Services</p><p>- Nursing Services</p></blockquote><p></p>
[QUOTE="buddy, post: 514356, member: 12886"] [B][I][U]*Here is the description of the venture program, which I think is one of the ones they are having me consider....actually sounds like Q...hmmm/?????[/U][/I][/B] Student Profile Venture students typically have a long history of receiving special education services in their previous school years. At some point during these years, they have required resources beyond what is available in their school environment. These educational needs are due to the combined impact of their medical/mental health diagnose(s) and their educational eligibility for special education services (most often, Autism Spectrum Disorders (ASD)). These students are referred because they require a more intense level of staff support and services throughout most or a portion of their school day. They require a unique environment that provides personal space and helps the student maintain a positive school reputation. For various reasons, it has been determined that the behavioral strategies typical in Emotional/Behavioral Disorders (EBD) special education models, have not been appropriate or effective to meet the students unique needs. Students have met special education criteria in Other Health Disabilities (OHD), Autism Spectrum Disorder (Autism Spectrum Disorders (ASD)), Emotional/Behavioral Disorders (EBD), or Specific Learning Disabilities (SLD). These students can manage direction to move between classes and manage academic and social transitions throughout the day given accommodations as identified on the IEP. Mission/Goals Venture provides a specialized, small group education setting for the very low incidence disability area of neurobiological disorders. The program goal is to provide a customized environment, low staff-student ratio, options for mainstream, work experience, small group, and individualized academic programming. In addition, there is intensive instruction in coping and calming strategies and flexible design for specific needs. A focus on developing pro-social behaviors, self-awareness, self-advocacy skills, communication skills, problem solving skills, and teaching students to generalize these new skills in a variety of environments is emphasized. Transition and vocational programming is offered. Components Academic Skills: - Academic instruction typically focuses on implementation of traditional appropriate high school curriculum and transition areas. - Students are taught in small and individualized settings. - Instruction provides emphasis on literacy, math and social/emotional skills - Minnesota testing and grad standards are implemented for all students. Social/Behavior: - Participate in small group and individual activities/classes to develop pro-social behaviors while developing the ability to understand and implement coping and calming strategies based on their individual needs. - A continuum of behavior intervention strategies are used to help students manage symptoms and increase success in adult life. - Pro-active behavior management strategies, gentle teaching and social learning profile assessment are used to encourage success. - Crisis Prevention Intervention strategies implemented when necessary for caring, safety, security and welfare of all students and staff. - Self-regulation techniques are taught to increase self-advocacy, coping and calming, and management of needs in adult life. - Students are actively involved in beginning to develop their IEP, and supported to lead the IEP meeting. Developmental Cognitive Disabilities (Developmental Coordination Disorder (DCD))/Customized/Special Populations 11/16/2011 Vocational/Transition Skills: - Participate in transition activities when they reach transition ages. - Job skills training experience and career exploration offered - Course offered to address development of transition skills in the areas of education and training, employment, and independent living per individual student needs Family/Interagency Collaboration: - Venture collaborates and communicates with families on students education plans. - School Social Worker coordinates and communicates with community resources and co-located mental health services (i.e. Hennepin County social worker or community based services, Department of Rehabilitative Services (doctors), specialty support groups, and mental health support) Inclusion/Community-Based Services: - Opportunities for inclusion and instruction at resident high schools. - Experiences extend learning in the classroom and provide opportunity for practice and generalization of social skills. Physical Fitness and Motor: - Movement and Learning activities include physical education class. Students are encouraged to participate in individual and group activities that develop life fitness, recreation and leisure skills - Physical activities are embedded into the school day. - Students have the opportunity to access a calming room designed to allow them to participate in motor and sensory activities for self-regulation/calming Program Core Licensed Ratio: 2.7 Non Licensed Ratio: 3.35 Staffing Includes: Program Core - Licensed/Highly Qualified Instructors - Educational Assistants Support Staff - Program Facilitator - School Social Worker - Behavior Support Teacher - Work Experience Coordinator - Social Emotional Learning Specialist - School Psychological Services - Nursing Services [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
General Parenting
Programs at the independent district they are letting me tour
Top