Oswego Community Unit School District 308

Students may have a health diagnosis. All students have access to the school nurse as needed. 

The Orthopedic and Health Impairment program may also support provide supports to students.

Children 3 -5 years of age who have identified special education eligibility and who have an IEP that requires a more intense level of programming are enrolled as early childhood special education students. Programming and services may vary in blended classrooms, cross categorical, hearing impaired, walk-in speech and related services.

Ages

3 - 5

Learners in the early childhood program have a range of special education needs and can access a continuum of special education services. Students can have any special education eligibility. Students can qualify for walk-in speech at their home elementary school, IEP services in a general education “blended classroom” or IEP services in a smaller cross-categorical classroom. Students can begin receiving IEP services on their 3rd birthday until they move to on to kindergarten.

Students may have a health diagnosis. All students have access to building nurse and certified school nurse in the building.

Speech and language services are provided in the classroom, as a pull out service or as a walk-in service. Speech pathologists push into all classrooms to conduct regular language groups for all students. Students with IEP goals will receive additional support from the SLP on their goals within the classroom or as a pull-out or walk-in model.

Students with identified sensory / motor needs receive support from an occupational therapist. There is a motor / movement room that all students can access and use if needed to provide additional sensory / motor support.

SEL lessons are taught daily in all classrooms. Social Workers regularly push into classrooms to provide SEL instruction for all students. Students with identified behavioral / SEL goals receive support from a social worker and classroom teacher.

Students can receive IEP students in the general education / blended classroom. Students who receive special education services in the cross-categorical classroom participate in gross motor time (30 minutes daily) with gen ed peers. Students in the cross-categorical classroom are able to mainstream into the general education / blended classroom for play-based instruction.

The Deaf and Hard of Hearing (D/HH) Program provides direct specialized instruction for students in Preschool through Transition age. Core curriculum ranges from modified general education curriculum, intervention based curriculum, or alternate curriculum. Students also progress through a scope and sequence of functional skills for individuals with a hearing loss including: coping skills, self-advocacy, D/HH identity and culture, hearing loss, listening equipment, and/or auditory discrimination skills. Students’ needs are met within the classroom portion of our program by a D/HH Classroom Teacher or in students’ homeschools by a D/HH Itinerant Teacher. Students benefit from a language rich environment, visual support, and pre-teaching/re-teaching.

Students with diagnosed hearing loss that interferes with their academic achievement, functional performance, social skills, and communications skills due to language deprivation. Students may have a wide range of academic abilities including below, at near or above grade level.

Students have a diagnosed hearing loss from an Audiologist
to varying degrees and sidedness.  Students may have other health diagnoses. All students have access to the school
nurse and Educational Audiologist as needed.

Supports and instruction for students with emotional/behavioral issues that interfere with academic achievement. Focus on social skills, behavior regulation, and increasing coping skills. Highly structured environment with embedded rewards and consequences. Students participate in the general education core curriculum.

Students with behavioral or emotional needs that interfere with their school achievement, classroom behavior, social skills, and/or relationships with others. Students in the SKILLS program, typically, have slightly below to average academic abilities. Some students may have specific learning disabilities as a secondary area of eligibility and may require more intensive intervention. Students have significant functional needs related to behavior and have established behavior intervention plans in place based on functional behavior assessments (FBA). The behavior plans address the intensive, explicit instruction and support needed for the behaviors identified in the FBA. Students use individualized point sheets or behavior systems as well as classroom wide or group based incentive systems.

Students may have a health diagnosis. All students have access to the school nurse as needed.

Students in STARS classrooms have moderate to significant deficits in communication, sensory and social emotional skills. They may also have deficits in the following: academics, functional, motor, and cognitive skills.

Students may have a health diagnosis. All students have access to the school nurse as needed.

Self-contained core class with specialized instruction aligned to general education curriculum with replacement curriculum used as needed to meet student needs.

Students are typically more than three grade levels below expected grade level performance and progress monitored three or more grade levels below their assigned grade. Students may need support with executive functioning tasks. Students may have limited cognitive processes in one or more areas.

Students may have a health diagnosis. All students have access to the school nurse as needed. 

Self-contained class with specialized small-group instruction and/or functional curriculum for students with cognitive and developmental disabilities. Students in Cross Cat participate in replacement curriculum that is connected to common core standards. Students are immersed in structured teaching, station teaching, small and large group settings. The deliver of services for related service providers will vary. Students receive explicit instruction in skills to support personal care and independence in daily tasks. As students grow, this may shift to explicit instruction in various pre-employment skills.

Students in the Cross Cat classroom have significant deficits in academics, adaptive skills and cognitive skills. They may also have deficits in the following: functional, communication, motor, and social-emotional.

Students may have other health diagnoses, all students have access to the school nurse as needed. Some students have a health impairment that limits their intellectual functioning and significantly impedes their learning.

Self-contained core class with specialized instruction that uses replacement functional curriculum. Classes also focus on daily living skills, building independence and pre-employment skills. Curriculum focuses on instruction that uses alternative functional linked to the Common Core Essential Elements, and adaptive skills (such as personal hygiene, self-care, daily living tasks). Students do not participate in district assessments. Students typically receive multiple related service to support their access to learning.

Students have an intellectual disability or significant health condition that limits intellectual functioning. Students typically receive 2 or more related services to support their access to learning. 
There may also be an impact on cognitive functioning and rate of learning/retention in all academic areas when compared to same aged peers.

Students may have other health diagnoses, all students have access to the school nurse as needed. Some students have a health impairment that limits their intellectual functioning and significantly impedes their learning.

6 - 8