• Develops individual education programs (IEPs) and behavioral intervention plans (BIPs) to promote independence and academic progress
• Describes and reshapes observable behaviors of students
• Implements district-approved common core curriculum
• Teaches students frustration tolerance, flexibility and problem-solving techniques 
• Provides interventions that emphasize self-monitoring, self-regulation, and self-management strategies 
• Involves staff in continuously role-modeling replacement behaviors
• Supports families with the use of community resources that emphasizes the importance of community and school partnerships.

The highly Structured Learning Classroom (SLC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate communication and social skills while teaching grade-level expectations. Students may require adaptive living skill instruction.

• Inclusion opportunities using the continuum of supports are available based on students' needs.
• Classrooms are set up using six elements of instruction. Students receive individualized adult support with academics.
  • Individualized Supports and Services
  • Systematic Instruction
  • Comprehensible (structured) Environment
  • Specialized Curriculum: Communication, Social Skills
  • Functional Approach to Problem Behavior
  • Family Involvement
• Social and communication skill instruction is integrated throughout the student's day.
• This self-contained regional program functions within a neighborhood school. Students may access art, music, PE, library, and health with supervision from paraprofessionals.
• Core curriculum is introduced on an individual basis and is monitored for individual success.
• Students are typically on the diploma track; students take the regular state assessment annually.

The Elementary Resource program incorporates a variety of evidence-based teaching strategies and curricula options to facilitate academic instruction for students who have been identified for services by an IEP team. Inclusion opportunities utilizing the continuum of supports are available based on students' needs. 

Typically, resource students are included in the general education classrooms and receive special education support in the classroom or in a special education resource classroom for part of the day. Resource teams support students who need specially designed instruction so that students can access the general education curriculum. Resource teams may also provide intervention, supplemental, and replacement curriculum if deemed necessary by the team.

Life Skills (LS) incorporates a variety of evidence-based teaching strategies and curricula to support students in developing functional academic, social, and independent living skills. Students typically require continuous care throughout the day provided by special education staff.

• Student curriculum is highly individualized and utilizes specialized curriculum for academic progress.
• Self-help and adaptive living skills training are embedded throughout the day in various school and community settings.
• Classrooms are set up using six elements of instruction. Students receive individualized adult support with functional academics.
  • Individualized Supports and Services
  • Systematic Instruction
  • Comprehensible Environment
  • Specialized Curriculum: Communication, Social Skills
  • Functional Approach to Problem Behavior
  • Family Involvement
• Inclusion opportunities utilizing the continuum of supports are available based on students' needs.
• This self-contained regional program functions within a neighborhood school. Students could have the opportunities to access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
• Students are typically working on alternate grade level expectations.
• Students are typically on the non-diploma track; most students take the Alternate Assessment annually.

Read the AKSDHH description here.