2.  Students with Special Education Services transitioning to Price  Specialized Academic Instruction Student Profile  The Heart of Specialized Academic Instruction  The CASA Program  Social Cognitive Program Student Profile  The Heart of Social Cognitive CORE and Elective  Price Middle School Special Education Services

3.  Increased numbers of students with special education services and needs  Increased numbers of students with spectrum, anxiety disorders and ADHD  Students served by outside agencies will be served in district provided programs  New program design serves students at higher levels with substantial savings  New program aligns with high school model

4.  The Specialized Academic Instruction program addresses the needs of students:  Formerly served in Special Day Class and Resource Classes  Diagnosed with mild, moderate and severe disabilities and cognitive delays  In district restrictive learning environments  Require support with living and adaptive skills

5.  Modifications for Core Curriculum access  Life skill strategies woven throughout school day  High levels of support for student mainstream opportunities and changing classes  Mainstream teacher support with immediate inclusion strategies by certificated teacher  Parent contacts and collaboration  Related services uniquely tailored to student needs  Aligned with Campbell Union High School Special Education Services

6.  Alternative core classroom designed to help students be successful academically, emotionally, and behaviorally.  Collaboration with grade level Language Arts, Social Studies and Math teachers.  Investigating and providing resources to assist students’ needs.  Developing individualized schedules for students.  Evaluating students’ progress to determine next steps.  Connecting students in productive ways for educational resiliency.

7.  The Social Cognitive Program addresses the needs of students with the following.  Students with Autism and Asperger's  Students with ADHD  Students with Anxiety Disorders  Students with impaired Executive Function

8.  CCSS and grade level literature  Social Cognitive strategies woven throughout  Immediate intervention  Individual Counseling/Student Collaboration  Student mainstream scaffolding  Mainstream teacher support  Parent contacts and collaboration

9.  History of Price Special Education Dept.  Inclusion of students with diverse needs  SAI: Specialized Academic Instruction SAI I: 6, 7, 8 SAI II: 6, 7, 8 CASA Social Cognitive Class  Second Social Cognitive Elective  Mainstream support for students and staff  Alignment with High School Structure

10. One certificated Special Education Resource Specialist: Classroom Instruction Teach 3 periods of social cognitive electives and RSP Inclusion Support Inclusion specialization to work with general education teachers to support the IEP across all settings and promote inclusion Provide positive behavior support for special and general populations Progress monitoring of mainstreaming and inclusion Coordinate necessary services to students in the least restrictive environment