![]() Consistent, concrete and explicitly taught classroom procedures and behavioral expectations.Embedded opportunities for social-emotional learning, self-regulation and problem solving in core academic instruction.Individual, group and classroom-wide positive behavior interventions.The LEADS Classroom includes the following evidence-based key components to support growth for students with social-emotional and behavioral needs: Facilitate inclusion opportunities through ongoing collaboration, assessment and goal setting.Deliver individualized academic instruction in a structured learning environment through a variety of modalities.Embed opportunities for social-emotional learning, self-regulation and problem solving in core academic instruction.Implement and monitor positive behavior interventions and individualized behavior intervention plans.Support students in the development of social-emotional and behavioral skills necessary to participate in the general education classroom setting.The elementary LEADS classroom is housed at Country Trails Elementary School in Elgin and serves qualifying students throughout the district regardless of their home school. The Learning Emotional and Academic Development Skills (LEADS) Elementary Social-Emotional Learning Classroom provides a therapeutic, instructional setting designed to support students in Kindergarten through 2nd grade with social-emotional and behavioral needs that impact their academic performance, school or classroom behavior and social or interpersonal skills. These cross-categorical classes are taught by a special education teacher. Resource Classes are available in the core subject areas for students who continue to require a remedial level of instruction. This model allows for students to fully participate in the general curriculum with the support of a special education teacher in the general education classroom up to 50% of the time. Collaborative Classes are available in many subject areas. At the elementary level, Resource teachers may also provide direct instruction using intervention programs to remediate student deficits in areas such as reading, writing, or math.Īt the middle school and high school levels, Resource teachers also provide direct and indirect services to students. Typically, Resource special education teachers serve as inclusion facilitators in order to help students be more successful in the general education classroom. Within this model, a student is not removed from the general education environment for more than 50% of the school day. Services may include consultation from a special education teacher, push-in special education services, or pull-out special education services. The level of Resource services can vary from child to child. Resource special education services are provided at each school to identified students in grades K through 12 as indicated in each student’s IEP. Visit the Early Childhood page for more information. A variety of related services are integrated into this program. Currently five full-time teachers serve the needs of our ECSE students. Thomas Grade School, and Prairie View Grade School. Referrals for evaluation to determine eligibility for this program are made through Early Intervention (EI) or through the Child Find process which is typically by parent referral.ĭistrict 301’s ECSE program is located at Country Trails Elementary School, Howard B. The Early Childhood Special Education (ECSE) program is for children ages 3 through 5. We promote an inclusive environment with the goal of educating all children in the general education classroom to the maximum extent possible. Each child is served in his/her least restrictive environment. District 301 offers a variety of special educational programs to meet the identified needs of our special education students.
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