Special Education

The Special Education programs and services outlined here are available at locations throughout the Alameda Unified School District (AUSD) for students with Special Needs under the Individuals with Disabilities Education Act (IDEA). These programs are available to all district students who meet eligibility criteria regardless of the school attendance area.

Prior to determining eligibility for Special Education, the school generally utilizes the Student Study Team Process. Please contact Earhart for information.

Elementary Program Descriptions

Mild/Moderate Resource Service Grades K-5

The Resource Service model provides direct, small group, and individualized instruction, described as Specialized Academic Instruction (SAI). As part of the Multi-Tiered System of Support (MTSS), the Resource serves as a Tier 2 and Tier 3 intervention. Services are provided in an integrated special education program, including general education and special education options, in accordance with the school site plan. Instructional content to address the student's IEP goals is under the direction/supervision of the special education teacher. Instruction may be provided by general education and/or special education staff.

Students are fully included in the general education program and receive Resource Service Model instruction and paraprofessional support as determined by their IEPs or individual needs. Special education staff may also provide general education students with instructional interventions lasting several weeks to several months.

Students historically provided services as part of the Resource Specialist Program (RSP) and/or the Mild to Moderate Special Day Class program receive instruction services in the least restrictive environment (LRE).

Instructional Practices:

Direct, small group and individualized instruction
Specialized Academic Instruction (SAI)
Tier 2 and 3 intervention

Staffing Ratio:

Every elementary school has at least 1 resource specialist with paraprofessionals.
It may include additional support such as Title 1, English Learner supports, Speech/Language Therapists, etc.

Mild to Moderate Support Needs Special Day Class Grades K-5

The mild to moderate disabilities students in this program have a broad range of academic, language and behavioral needs. The specialized instruction required is for students who may be two or more grades below grade level and need curricular modifications. The services include instruction that parallels the general education curriculum, presented at a considerably modified pace, along with moderate modifications, and requires a wider range of instructional materials and strategies provided by a special education teacher and support staff. Students in this program require a higher staff to student ratio than is found in general education, but not to the degree comparable to those with extensive support needs, as these students have mastered or nearly mastered “learning to learn” skills. Instruction is provided in a large group format, and practiced in small group and independent formats as appropriate. Program modifications and accommodations are made per student IEP, resulting in a greatly reduced need for intensive small group instruction. Students may take any of the standardized State assessments with necessary accommodations made per the IEP. The overall focus of the program is primarily academic.

Instructional Practices:
Students receive instruction from the teacher, paraeducators, and designated instructional service professionals. All instruction is planned and guided by the classroom teacher and is individualized to meet the needs of each student. Paraprofessionals may run small group instruction under the supervision of the classroom teacher. Classroom activities are structured through use of a variety of groupings including:

One-on-one staff to student instruction
small group instruction
large group instruction
independent student work

Students apply functional reading, writing, math, communication, and language skills within the community and work environments to assist in the generalization of learned skills.

Recommended Class Size: Up to 15
Staffing Ratio:

5:1 (one adult for every 5 children)
Class of 15 would have 2 para-educators
Majority of Academic Instructional Time: 5:1

Extensive Support Needs Special Day Class Grades K-5

Students enrolled in this class have a level of disability that is in the Moderate to Severe range. The student is highly dependent on staff support and prompts for the majority of the school day. Due to communication and cognitive challenges, the student will need staff support to safely navigate the campus for the foreseeable future. The student takes the alternative state performance assessment.
The program provides specialized academic instruction and services to individual students as specified in their IEP. SDC classes use an interdisciplinary team approach to accessing, as appropriate, related services which may include: nursing, adaptive Physical Education, speech/language, occupational therapy, physical therapy, assistive technology, and positive behavior interventions.

Related services may be provided through direct service or consultation. Program emphasis is to teach students using evidence-based practices in the areas of pre-academic/functional academics, vocational, self-help, social and recreation/leisure. A variety of teaching strategies are used to develop functional communication and adaptive skills. The curriculum targets necessary skills for increasing individual performance, thus, allowing each student to progress at their own rate. Students participate in the general education setting as determined by the IEP.

Classroom Structure and Focus:

Structured reinforcement-based instruction
Focus on building skills in:
Independence
Communication
Functional daily living
Attending and Focusing skills
Movement/Sensory interventions to build focus

Recommended Class Size: Up to 12
Staffing Ratio:

3:1 ratio
Majority of academic instruction is 1:1 to 3:1 student/teacher ratio
Class of 12 students would have one teacher and 3 para-educators

Facility Needs:

Bathroom in classroom or close by
Calming space with sensory supports

Early Autism Supported Inclusion (EASI) Grades 1-5

The E.A.S.I. Program is designed for students diagnosed with autism or students with disabilities who have challenges with social communication and emotional regulation. Students spend the majority (at least 60%) of their day in the general education classroom. Specialized academic instruction (SAI) is offered in the areas of social skills, communication, emotional regulation, and executive functions geared towards helping the students become successful learners.

Instructional Practices:

Direct skills instruction in the areas of:

social/emotional functioning
organization
independent work
appropriate school and community behavior
specialized instruction in social cognitive skills
intensive instruction and support in the area of executive functioning skills
focus on building the skills most relevant for the EASI population
push-in support provided by paraprofessionals to support generalization of social cognitive and executive functioning skills in the general education settings

Push-in support is coordinated by the EASI teacher and carried out by the special education staff within the general education classroom.

Recommended Class Size: Up to 15
Staffing Ratio:

3:1 ratio (one para-educator for every 3 students)
Class of 15 would have one teacher and 4 para-educators

Facility Needs:

Classroom with individual work areas and calming space

Intensive Autism Specific Special Day Class Grades K-5

The Intensive Autism Special Day Class is designed for students who present with autistic-like behaviors and require intensive intervention. The goals of the program are to increase communication, generalized social skills, behavior, and independent “work” typical of elementary age students. Students are included in general education activities as designated by each IEP.

Elementary students eligible for this program have a level of autistic disability that requires extensive level of support. The program is designed for students who may have significant communication needs and functional academic needs, and are highly dependent on staff support for the majority of the school day to navigate their schedule. The program focus is on building skills in independence, communication, functional daily living, and attending/focusing on tasks. Students take the alternative state performance assessment.

Instructional Practices:

Instruction is based upon the recommended evidence-based strategies for students with autism
Focus on building skills in:

Independence
Communication
Functional daily living
Attending and Focusing skills

Movement/Sensory Interventions are used to help sustain attention
Behavioral supports include reinforcement for compliance and perseverance

Recommended Class Size: Up to 9

Staffing Ratio:

2:1 (one adult for every two students)
Class of 9 would have 3 para-educators
Majority of Academic Instructional Time: 1:1 up to 3:1

Facility Needs:

Bathroom in classroom or close by
Classes with individual work areas
Calming space with sensory supports

FOUNDATION TO SCHOOL SUCCESS ELEMENTARY SCHOOL SPECIAL DAY CLASS GRADES K - 3

The Foundations to School Success class is an elementary special day class where the emphasis surrounds social skills acquisition and application of functional academic skills. This class is designed for students in 1st-3rd grades whose educational services cannot be provided exclusively within the general education classroom. These students require a high level of structure and supervision due to their social or behavioral needs.

Instructional Strategies:

Students receive instruction from the teacher and paraeducators All instruction is planned and guided by the classroom teacher and is individualized to meet the needs of each student. Classroom activities are structured through the use of a variety of groupings including:

One-on-one staff to student instruction
Small group instruction
Large group instruction
Independent student work
Specific social-emotional curriculum

Classroom support systems include:

Behavioral supports include reinforcement for compliance and perseverance
Consistent structure
Structured behavioral and emotional skill building
Strong interdisciplinary teamwork
Developing and maintaining interpersonal relationships
Getting needs met in a prosocial way/self-advocacy
Adjusting communication style for different audiences
Positive reinforcement and progress monitoring
Self-management strategies; self regulation skills
Seats in general education classroom

Recommended Class Size: Up to 12
Staffing Ratio:

3:1 (one adult for every 3 children)
Class of 12 would have 3 para-educators
Majority of Academic Instructional Time: 5:1

Facility Needs:

Room with calming space

COUNSELING ENRICHED CLASSROOM (CEC) ELEMENTARY SCHOOL SPECIAL DAY CLASS GRADEs 3-5

The Counseling Enriched Classroom (CEC) SDC program serves students whose behavioral and emotional needs are documented to be more intense in frequency, duration, and/or intensity than other students in their age group. The student's behavioral needs manifest in the school, home, and community environments which negatively impact their ability to access their educational program.
Students in the program require a greater level of emotional and/or behavioral support than can be achieved through typical case management, outpatient therapy, and mild-moderate special education classes. Students typically, but not always, have emotional disturbance as their primary disability classification.

Students have been assessed and found qualified for Education Related Mental Health Services (ERMHS) in the form of intensive therapeutic support on the public school site. Qualification for ERMHS is a requirement for placement in this program.

The program is dedicated to helping the students manage significant emotional reactions, learn to act responsibly, increase positive social interactions, increase resilience, and improve academic progress.
The program gives students access to the core curriculum in a setting that also allows them to benefit from individual and small group counseling and social skills training. Education related mental health services are infused into the school day.

The program has the capacity to serve a student within the CEC classroom for all but one period of the school day if appropriate. The time spent assigned to the CEC Program depends on how emotionally ready the student is to function outside of the therapeutic milieu. The goal is to increase the time the student is successful in the general education setting.

Students are exited to a lower level of service when they can function an entire school day outside of the CEC classroom. Students may continue to receive therapeutic support.

The CEC program includes mental health support (individual, group, and family therapy) as part of the intensive, individualized services. Students' access to general education classes varies according to their needs. The purpose of the CEC program is to increase a student's ability to function effectively on a mainstream school campus.

Instructional Practices:

Milieu therapy
Consistent structure
Structured behavioral and emotional skill building
Weekly individual and small group therapy
Strong interdisciplinary teamwork
Access to general education curriculum; can include modifications
Positive reinforcement and progress monitoring

Students learn to:

Developing and maintaining interpersonal relationships
Develop self-advocacy and get personal needs met in a prosocial way
Adjusting communication style for different audiences

Recommended Class Size: Up to 14 students
Staffing Ratio:

4:1 ratio (one adult for every 4 students)

Class of 12 students would have one teacher and 2 para-educators

1 Mental Health Therapist for the class

Programs Offered at Earhart

Mild/Moderate Resource Service Grades K-5	Yes
Mild to Moderate Support Needs Special Day Class Grades K-5	No
Extensive Support Needs Special Day Class Grades K-5	No
Early Autism Supported Inclusion (EASI) Grades 1-5	No
Intensive Autism Specific Special Day Class Grades K-5	Yes
FOUNDATION TO SCHOOL SUCCESS ELEMENTARY SCHOOL SPECIAL DAY CLASS GRADEs K - 3	No
COUNSELING ENRICHED CLASSROOM (CEC) ELEMENTARY SCHOOL SPECIAL DAY CLASS GRADEs 3 - 5	No

Outlined text heading that says Teachers

Sarah Coker

Krista Denman

Amira dunn