Early Childhood and Elementary Special Education Department (ECE)

  • Elementary Special Education Programs

    The Elementary Special Education Program provides and oversees services for children grades kindergarten through fifth/sixth grade who experience a variety of disabilities. 

    Students eligible for special education must receive special education services in their "least restrictive environment." Under IDEA, school districts are required to maintain a full continuum of educational placement options for students. 

    The IEP team determines the educational placement for
    each student after thoughtful and careful dialogue
    regarding the functional and academic needs of the student.

  • Extended Resource Classrooms


    Extended Resource Classroom (ERC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate academic instruction for students who are experiencing a significant delay in academic progress.

    • Inclusion opportunities utilizing the continuum of supports are available based on student's needs.
    • Typically students require direct instruction in all areas of academics to make appropriate progress.
    • Students may access the general education curriculum and supplemental curriculum is introduced on an individual basis and is monitored for individual success.
    • Social and behavioral skill instruction is integrated throughout the student's day
    • This self-contained regional program functions within a neighborhood school. Students access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
    • These students are typically on the diploma track; students take the Standards Based Assessments annually but may require several approved accommodations. 

    School-Based Behavior Support Program


     

    The School Based Behavior Support (SBBS) Program is for students who are eligible for special education services in grades Kindergarten through 6th grade. The SBBS Program is located within four (4) elementary schools. The four (4) sites are at Baxter, Kasuun, Lake Hood, and William Tyson elementary schools. The structure of the SBBS Program includes two (2) types of classrooms, Transition and Intensive classrooms. In addition, there is a Refocus Room and a Seclusion Room.

     

    The SBBS Program is designed to provide instruction and intensive interventions for students with significant behavioral challenges as measured in part by their frequency, intensity, and duration. The students in the SBBS Program are provided continual opportunities to engage in problem-solving and social skill development while accessing common core curriculum within the environment of a neighborhood school. Students are at or near academic grade level and are on the regular diploma track. Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are individualized and amended to meet the needs of each student. As directed by their IEPs, students have access to typically developing peers to the greatest extent possible. To learn more, please click on the “School Based Behavior Supports (SBBS) Program” link under the “Elementary Special Education” tab.

     

    Structured Learning Class


    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 Standards Based Assessments annually.
  • Alaska State School for Deaf and Hard of Hearing


    Read the AKSDHH description here.

    Resource


    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 Classrooms


    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. These 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 tract; most students take the Alternate Assessment annually.