Sub Separate Program Descriptions
Sub-Separate Program Descriptions
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Middle School Locations: Melican Middle School and Trottier Middle School
High School Location: Algonquin Regional High School
The Language-Based Learning Disabilities Program follows the core values and beliefs of the District. The program promotes high expectations and excellence for all in a dynamic learning environment that inspires opportunities for thinking critically, solving problems, and engaging intellectual curiosity. It supports diversity, inclusion, discovery, resiliency, and effective communication in a safe learning environment. This is an intensive instructional program designed for students with a specific learning disability who require small group instruction with special education staff or a combination of general education and special education staff. These students struggle with meeting their potential in more than one of the following skill areas: Reading Skills (inclusive of decoding, fluency, and comprehension), Spelling Skills (encoding), Written Language, Mathematics, Executive Function Skills and/or Expressive Language. Instruction is delivered using a direct, systematic, multisensory, structured language teaching approach with instruction focused on the attainment of decoding/encoding skills, oral reading fluency, comprehension skills, writing skills, and vocabulary development.
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Middle School Location: Melican Middle School
High School Location: Algonquin Regional High School
The Transitional Learning Center is an individualized program designed for students needing more intensive academic, social and communication support. The TLC offers a variety of courses to address the full range of needs and skill levels of students with varying disabilities including but not limited to Intellectual, Autism, Neurological and Communication. Students’ individual needs are addressed in their IEPs with the focus of participating in general education classes to the maximum extent possible. The TLC teachers focus on teaching the core content areas of Reading, English/Language Arts, Mathematics, Science and Social Studies at the student’s instructional level through a variety of instructional models.
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Communication, Access, Socialization, Transactional Supports, Learning, Emotional Regulation (C.A.S.T.L.E.)
Elementary Locations: Proctor School, Peaslee School, Finn School, Woodward School
Middle School Location: Trottier Middle School
The CASTLE Program is designed for students who require intensive specialized instruction across the school day to support their learning challenges. The CASTLE Program is individualized to meet the specific needs of the individual student. The program is based on the principles of Applied Behavior Analysis (ABA). Instruction may be provided in the general education classroom or in the sub separate classroom for small group instruction and/or one-to-one instruction. One-to-one instruction is heavily based on the principles and procedures of ABA with embedded systematic teaching to help students generalize learned skills across settings.
Additionally, an individualized curriculum is developed and implemented for each student as needed using the highly specialized web based ACE Curriculum. Areas of focus for the program include functional communication, activities of daily living, academics, Augmentative Assistive Communication (AAC), vocational, communication skills, and social pragmatic skills. The program uses a Team approach to deliver services. Staff include a lead special education teacher, educational support professionals, speech and language therapist, physical therapist, and an occupational therapist. The program is also supported by a Board Certified Behavior Analyst (BCBA), Assistive Technology Specialist, AAC consultant, and School Psychologist.
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High School Location: Algonquin Regional High School
The TLC 2 Program is designed for students who require intensive specialized instruction across the school day to support their learning challenges. The TLC 2 Program is individualized to meet the specific needs of the individual student. The program is based on the principles of Applied Behavior Analysis (ABA). Instruction may be provided in the general education classroom or in the sub separate classroom for small group instruction and/or one-to-one instruction. One to one instruction is heavily based on the principles and procedures of ABA with embedded systematic teaching to help students generalize learned skills across settings. Additionally, an individualized curriculum is developed and implemented for each student as needed using the highly specialized web based ACE Curriculum. Areas of focus for the program include functional communication, activities of daily living, academics, Augmentative Assistive Communication (AAC), vocational, communication skills, and social pragmatic skills. The program uses a Team approach to deliver services. Staff include a lead special education teacher, educational support professionals, speech and language therapist, physical therapist, and an occupational therapist. The program is also supported by a Board Certified Behavior Analyst (BCBA), Assistive Technology Specialist, AAC consultant, School Psychologist and Transition Coordinator.
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Elementary School Location: Lincoln Street School
TLP is a learning environment geared toward providing therapeutic supports for students with emotional and/or social disabilities that impact their ability to access the curriculum without support. The TLP is designed to build a trusting relationship between the student and the TLP team to gain an in-depth understanding of the student’s current academic and social emotional needs, thereby developing an individualized plan for their success. The TLP classroom includes direct instruction in the development and use of coping strategies and both structured and in-the-moment social skills training. TLP also provides academic support through individualized tutoring, small group instructional support, in-class support and coaching. Students will have access to their grade level curriculum with appropriate accommodations and modifications alongside their individual therapeutic needs. The TLP team consists of a School Social Worker, Special Education Teacher, General Education Teacher, and Educational Support Professionals. The program is also supported by a Board Certified Behavior Analyst (BCBA), an Occupational Therapist, and a Speech and Language Pathologist.
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Reaching Individualized Success Educationally (RISE): Melican Middle School
Counseling and Academic Learning Model (CALM): Trottier Middle School
STEPS and CALM are designed to support students who may or may not be on an IEP with identified social emotional disabilities. As a long-term program, it works to support students in navigating the academic and social world of middle school. Students will receive academic support from a special education teacher including, but not limited to modification of assignment and projects, direct teaching of content, alternate content, repetition and practice. Students work explicitly on social emotional skills, counseling and emotional regulation as integral parts of the program. The STEPS and CALM programs are supported by a Special Education Teacher, Board Certified Behavior Analyst (BCBA), School Adjustment Counselor, and Educational Support Professionals in consultation with general education teachers.
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Reaching Individualized Success Educationally (RISE): Algonquin Regional High School
The RISE Program is an individualized program designed for students with social/emotional challenges. These social emotional challenges impede the students’ ability to succeed in the inclusion setting and as a result receive their primary academic instruction in the therapeutic program from a combination of content-specific general education teachers and special education staff, in a small group model. Students work to overcome their challenges and develop skills to better manage their emotions. Students receive their primary support from the special education teacher and additionally are assigned a School Adjustment Counselor who works closely with family and outside providers with the goal of returning students to the general education setting whenever possible.
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High School Location: Algonquin Regional High School
The Community Access Program (CAP) is a full day program for postgraduate, Algonquin students between the ages of 18-21, with varying disabilities including but not limited to Intellectual, Autism, Neurological and Communication. CAP is designed to provide the training necessary for successful supported employment and independent living. The goal of CAP is to provide direct, hands-on, specialized instruction that will help students make progress towards transitioning successfully from the public school setting to the adult world. This program emphasizes the development and enhancement of functional skills in the areas of: Vocation/Employment, Social Skills/Communication, Health/Self-Care, Functional Daily Life Skills, Leisure and Community Access. Enrollment in CAP occurs through the IEP Team process.