SPECIAL CLASS-THERAPEUTIC INTERVENTION FOR STUDENTS WITH EMOTIONAL DISABILITIES

 

School Sites

Overview

Therapeutic intervention classes are primarily designed to serve students with emotional
disturbances or other disabilities who are also experiencing significant emotional issues and
whose IEP teams have determined the need for an intensive therapeutic environment in order to
derive benefit from their educational program. The main focus is on developing and maintaining
appropriate emotional and social behavior. Students are provided with instruction in the general
education core curriculum using appropriate accommodations and modifications. The primary
goal is to return the students to full-time enrollment in the general education program. Students
graduating high school while enrolled in this type of special class may graduate either with a
diploma or a certificate as identified on the student’s IEP. A teacher with a credential
authorizing instruction of students with emotional disabilities and two instructional assistants are
typically assigned to each class. Additional instructional assistants are provided as determined
necessary to implement the developed IEPs and maintain the safety of students and staff. Each
program has the additional support of a credentialed or licensed psychologist or therapist. Other
therapeutic support personnel may be assigned as appropriate and needed. Classes generally
serve from six to twelve students, depending upon age level and unique make-up of each class.
Related services are available for students as identified on each IEP. Some of the larger districts
with the SELPA operate these classes for their own students. Most classes, however, are
operated by one district on behalf of several districts within a geographical zone or by the
Monterey County Office of Education on behalf of all districts within the SELPA.

Guidelines for Program Instruction

Referral for Placement

1. Students are referred for placement when the nature or severity of the disability is such
that educational progress in less restrictive settings even with the use of accommodations,
modifications, and supplementary aids and services is not satisfactory and the IEP team
determines that such placement is required in order for the student to receive a free and
appropriate public education (FAPE).
2. Prior to referral to a therapeutic intervention class, the referring LEA must make all
reasonable efforts to implement appropriate behavioral interventions including behavioral
goals, behavior plans, and counseling within a less restrictive setting.
3. There is active family involvement in addressing student needs, determining the required
placement and services, and designing the IEP.
4. Students who are placed in classes operated by their district of residence are referred to
those classes according to the district’s established procedures.
5. If the class identified by the IEP team as required by the student is operated by a district
other than the district of residence, SELPA approved procedures will be followed for
referral and placement.
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Curriculum, Instruction, and Assessment

1. IEP goals are developed in each area of identified need and are standards-based.
2. Positive social, emotional, and behavioral growth is fostered through facilitation of
successful academic experiences, instruction in social skills development, and use of a
leveled behavior intervention program.
3. Qualified personnel employed or contracted by the LEA of operation provide school based
individual and group counseling on a regular basis.
4. Individual and family therapy is provided by the Monterey County Department of
Behavioral Health through the AB 26.5 provisions and as specified on the IEP.
5. Students receive instruction in all district-required subject areas using district-approved
content standards, unless otherwise specified in the IEP.
6. Instruction in core subject areas (reading/language arts, mathematics) is provided for the
same number of minutes that are required for same-grade general education classes in
each subject unless otherwise specified in the IEP.
7. Students receive specific skills instruction in areas of need, as specified in the IEP, using
state-approved intervention programs and instructional materials.
8. Students receive information through use of instructional approaches and techniques that
match their learning style including appropriate accommodations.
9. Students are instructed, as appropriate, about their disability, effective compensatory
skills, and how to obtain necessary accommodations and modification.
10. Appropriate support is provided for English learners including instruction in English
language development, use of techniques such as SDAIE, and primary language support.
11. Data on student performance (mastery tests, data sheets, graphing, homework, etc.) is
collected regularly and this data is used to inform instruction and to make program
changes as needed.
12. Student progress is communicated to parents through informal means as well as in
progress reports as specified in the IEP.
13. Students will participate in statewide assessments through the California Standards Test
(CST) and/or the California Modified Assessment (CMA) and the California High School
Exit Exam (CAHSEE) as specified in the IEP.
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Mainstreaming

1. Students are integrated with age peers in the general education program based upon IEP
team recommendations and placement in leveled behavior intervention program.
2. General education teachers participate in the IEP team meeting and assist in identifying
appropriate integration opportunities.
3. Goals are developed as part of the IEP that will be implemented within the general
education program.
4. Mainstreaming classrooms are chosen for each student to ensure a good instructional
match.
5. The student’s teacher/case manager consults with the general education teacher regarding
appropriate curriculum modifications and instructional strategies and closely monitors the
student’s progress while participating in the integrated setting.

Staff Development and Team Collaboration

1. Team collaboration is an integral component of planning and delivery of instruction;
teams are encouraged to meet at least bimonthly for the purpose of reviewing data,
revising instructional practices; modifying classroom procedures, etc.
2. Informal and ongoing communication between service providers occurs at least weekly.
3. Special education staff members attend special education staff meetings as scheduled,
attend general education staff meetings when possible and appropriate, and regularly
interact with all school staff.
4. Teachers receive ongoing professional development in assessment and data collection,
developing compliant and effective IEPs, the general education core curriculum, state
curriculum standards, methods and techniques for accommodating and modifying the
curriculum, intervention programs and strategies, classroom management and behavior
intervention, social skills development, and non-violent crisis intervention including
physical restraint.
5. Instructional Assistants are provided with relevant and ongoing training.
6. Each staff member participates in professional growth activities.
7. Parent education and training is provided on a regular basis and parents are expected to
agree to program standards for parent participation.
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Other Agency Involvement

Classes for students who require therapeutic intervention require collaboration and/or partnership
with a variety of community agencies including, but not limited to: The Monterey County
Department of Behavioral Health, the Monterey County Department of Social Services, , the
multi-agency Wrap-Around program, Foster Youth Services, the Department of Rehabilitation,
and the Regional Occupational Program.

Facilities/Equipment/Materials

1. Classes are operated at age-appropriate integrated sites or in a special school that may be
located on an isolated site.
2. The instructional space provides adequate space to support the unique learning and safety
needs of individuals and/or groups as necessary (group instructional areas, individual
work stations, safe movement of wheelchairs, use of adapted equipment, private
therapeutic and one-to-one behavior intervention sessions, etc.)
3. The classroom is in a location that allows easy access to bathrooms and an identified
space for removal of students to a safe environment when necessary.
4. Appropriate furniture and equipment is provided to implement general classroom
instruction as well as individual IEP goals.
5. Instructional materials appropriate to the adopted alternative curriculum are provided.
6. The facility is maintained in good repair and at an appropriate level of cleanliness to
assure healthy conditions for all.
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ELEMENTARY

SPRECKELS SCHOOL
Jonna Triggs, Principal, 784-4250, jtriggs@monterey.k12.ca.us
Claribel Solis, Secretary, 784-4202, Fax#: 769-0732, csolis@monterey.k12.ca.us
4th Street, Spreckels 93962

ROOM 38: Wendy Inouye, Teacher, 455-9578 (5th -6th)

SECONDARY

BUENA VISTA MIDDLE SCHOOL
Jonna Triggs, Principal, 784-4250, jtriggs@monterey.k12.ca.us
Claribel Solis, Secretary, 784-4202, Fax#: 769-0732, csolis@monterey.k12.ca.us
18250 Tara Drive, Salinas 93908

ROOM D3: Bingta Francke, Teacher, 455-9573   (6th-8th)

GONZALES HIGH SCHOOL
Jonna Triggs, Principal, 784-4250, jtriggs@monterey.k12.ca.us
Claribel Solis, Secretary, 784-4202, Fax#: 769-0732, csolis@monterey.k12.ca.us
501 Fifth Street, Gonzales 93926

ROOM 26: Peder Talbert, Teacher, 796-7500 (9th-12th)

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