SPECIAL CLASS-COMMUNICATION/SOCIAL SKILLS DEVELOPMENT

Preschool Sites
Elementary School Sites
Secondary School Sites

Overview

These classes are designed for students with moderate disabilities due to having Asperger’s
syndrome, high functioning autism, or other related language-based disorders whose districts
have chosen to group them together to provide focused classroom-wide instruction in the
development of communication and social skills. This program provides intensive intervention
within a self-contained class for the majority of the school day. The primary goal is to return the
students to full-time enrollment in the general education program with continuing support in
social skills as needed. A teacher with a credential authorizing instruction of students with
communication disorders or a credential authorizing instruction of students with mild to
moderate disabilities or moderate to severe disabilities plus additional training and/or experience
in autism spectrum disorders or speech and language development is assigned to each self-contained class. Two instructional assistants are recommended for each class. Additional
instructional assistants are provided as determined necessary to implement developed IEPs and
maintain the safety of students and staff. The recommended caseload is 10-12 students. Related
services are available for students as identified on each IEP. Some districts operate these classes
for their own students. Some classes may be operated by one district on behalf of several
districts within a geographical zone.

Guidelines for Program Operation

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, students are assessed using developmental and standardized tools in the
following systems: social relatedness and interaction, receptive and expressive language
and non-verbal communication, fine and gross motor skills, sensory development,
cognitive development, adaptive functioning, and academics or functional academics.
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 a class 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. Students receive instruction in all district-required subject areas using district-approved
modified content standards, unless otherwise specified in the IEP.
3. 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.
4. Students receive specific skills instruction in areas of need, as specified in the IEP, using
state-approved intervention programs and instructional materials.
5. Students are instructed, as appropriate, about their disability, effective compensatory
skills, and how to obtain necessary accommodations and modification.
6. Focused instruction is provided in development of communication and social skills using
evidence-based methods and strategies.
7. Students receive information through use of instructional approaches and techniques that
match their learning style and are specifically designed for students with communication
and social skills needs (structured teaching, ABA, picture communication systems, etc.).
8. Students are provided with a classroom environment that stimulates learning, assists in
personal-social development, and fosters increasing independence.
9. Behavior problems are viewed as areas of instructional need, indicating where skills for
more appropriate behaviors must be acquired and practiced; behavior goals and behavior
plans are developed and utilized when appropriate.
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. All students are integrated with age peers in the general education program, including
extra-curricular activities, based upon IEP team recommendations.
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 general education teacher regarding
appropriate curriculum modifications and instructional strategies and closely monitors the
student’s progress while participating in the integrated setting.
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Parent Education, Staff Development, Team Collaboration

1. Parent education and training is provided on a regular basis and parents are expected to
agree to program standards for parent participation.
2. 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.
3. Informal and ongoing communication between service providers occurs on a regular
basis.
4. 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.
5. 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, autism spectrum disorders, communication disorders, language
development, sensory integration.
6. Instructional Assistants are provided with relevant and ongoing training.
7. Each staff member participates in professional growth activities.
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Other Agency Involvement

Classes for students with Communication and Social Skills needs require collaboration and/or
partnership with other community agencies including, but not limited to, the Monterey County
Department of Behavioral Health, Project WorkAbility, the Monterey County Department of
Social Services, the Monterey County Department of Rehabilitation, the San Andreas Regional
Center, and various nonpublic agencies (NPAs).

Facilities/Equipment/Materials
1. Classes are operated at age-appropriate sites.
2. The classroom 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, etc.)
3. Appropriate furniture and equipment is provided to implement general classroom
instruction as well as individual IEP goals.
4. District-adopted textbooks in each subject appropriate to grade-levels served in the
classroom and are provided.
5. Supplemental texts and other instructional materials as determined necessary by the age,
grade, and unique needs of the students 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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PRESCHOOL

GLADYS STONE EARLY CHILDHOOD EDUCATION CENTER
Catherine Hynes, Principal, chynes@monterey.k12.ca.us
Claudia Monteith, Secretary (@ Bard Blades School), 442-8141, cmonteit@monterey.k12.ca.us
1004 David Avenue, Pacific Grove 93950

ROOM 6: Cindy Diaz, Teacher, 646-2078
ROOM A1: Debbie Walker, Teacher, 646-2077  (IPP)

BARD BLADES EARLY CHILDHOOD EDUCATION CENTER
Catherine Hynes, Principal, chynes@monterey.k12.ca.us
Claudia Monteith, Secretary, 422-8141, Fax #: 759-2061, cmonteit@monterey.k12.ca.us
1145 Acosta Street, Salinas 93905

ROOM 33: Malia Winningham, Teacher, 770-0131 x133 
ROOM 32: Jennifer Schmeltz, Teacher, 770-0131 x132
ROOM 31: Ruth Kellogg, Teacher, 770-0131 x131
ROOM 24: Sarah Young, Teacher, 770-0131 x124 


FRONT STREET HEAD START
Catherine Hynes, Principal, chynes@monterey.k12.ca.us
Claudia Monteith, Secretary, 422-8141, Fax #: 759-2061, cmonteit@monterey.k12.ca.us
392 Front Street, Salinas 93901

ROOM 5: Susan Hayes, Teacher, 422-8594 ext. 105  

GABILAN SCHOOL
Rick Lust, Principal, rlust@monterey.k12.ca.us
Lupe Anderson, Secretary, 385-1244, Fax #: 385-8569, luanders@monterey.k12.ca.us
417 N. Russ Street, King City 93930

ROOM 2: Jean Comcowich, Teacher, 385-1244
ROOM 4: Susanna Gill, Teacher, 385-1244  (Communication/Social Skills Development)

LINCOLN SCHOOL
Catherine Hynes, Principal, chynes@monterey.k12.ca.us
Claudia Monteith, Secretary, 770-0172, Fax #: 770-0184, cmonteit@monterey.k12.ca.us
705 California Street, Salinas
Main phone number: 770-0131 Fax#: 770-0184

ROOM 26: Carol Meisel, Teacher, 770-0131 x126 (Communication/Social Skills Development)
ROOM 23: Eileen Brady, Teacher, 770-0131 x123 (Communication/Social Skills Development)

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ELEMENTARY

FREMONT SCHOOL
Rick Lust, Principal, rlust@monterey.k12.ca.us
Lupe Anderson, Secretary, 385-1244, Fax #: 385-8569, luanders@monterey.k12.ca.us
1255 East Market St., Salinas 93905

ROOM 21: Karen Aguirre, Teacher, 424-9289 (K-3rd)
ROOM 22: Ivan Rodriguez, Teacher, 424-4877 (4th-6th)
 

GABILAN SCHOOL
Rick Lust, Principal, rlust@monterey.k12.ca.us
Lupe Anderson, Secretary, 385-1244, Fax #: 385-8569, luanders@monterey.k12.ca.us
417 N. Russ Street, King City 93930

ROOM 1: Carrie Willson, Teacher, 385-1244
ROOM 3: Cynthia Phillips, Teacher, 385-1244

HENRY F. KAMMANN SCHOOL
Rick Lust, Principal, rlust@monterey.k12.ca.us
Lupe Anderson, Secretary, 385-1244, Fax #: 385-8569, luanders@monterey.k12.ca.us
521 Rochex Street, Salinas, 93906

ROOM 45: Chris Sanchez, Teacher, 449-5209 (K-2nd)
ROOM 46: Jeni Bullock, Teacher, 449-4510 (K-3rd)
ROOM 47: Marilou Avena, Teacher, 449-4765 (4th - 6th)

LA JOYA SCHOOL

Rick Lust, Principal, rlust@monterey.k12.ca.us
Lupe Anderson, Secretary, 385-1244 x21, Fax#: 385-8569, luanders@monterey.k12.ca.us
55 Rogge Road, Salinas 93906

ROOM M-1: Diane Green, Lead Teacher, 443-6587/ 443-3819 (4th – 5th)


NEW REPUBLIC SCHOOL
Jonna Triggs, Principal, jtriggs@monterey.k12.ca.us
Claribel Solis, Secretary 784-4202 Fax#: 769-0732, csolis@monterey.k12.ca.us
636 Arcadia Way, Salinas 93906

ROOM 505: Patti Bangs, Teacher, 449-4144 (K – 1st)
ROOM 506: Kim Milward, Teacher, 449-4966 (1st – 2nd)
ROOM 507: Celina Garcia, Teacher, 449-1275 (Primary)
ROOM 508: Carmecely Little, Teacher, 449-5586 (Primary)

SANTA LUCIA SCHOOL
Rick Lust, Principal, rlust@monterey.k12.ca.us
Lupe Anderson, Secretary, 385-1244 x21, Fax#: 385-8569, luanders@monterey.k12.ca.us
417 N. Russ Street, King City 93930

ROOM 21: Carol Anthony, Teacher, 386-9390
ROOM 22: Eugene Mosqueda, Teacher, 386-9707

UNIVERSITY PARK SCHOOL
Catherine Hynes, Principal, chynes@monterey.k12.ca.us
Claudia Monteith, Secretary, 770-0172, Fax 770-0184, cmonteit@monterey.k12.ca.us
833 W. Acacia St., Salinas 93901

ROOM 29: Natalia DeLeon, Teacher, 424-5013 (K-6th)

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SECONDARY


BOLSA KNOLLS MIDDLE SCHOOL
Jonna Triggs, Principal,  jtriggs@monterey.k12.ca.us
Claribel Solis, Secretary, 784-4202, Fax#: 769-0732, csolis@monterey.k12.ca.us
1031-A Rogge Rd. Salinas 93906
 
ROOM 101: Jennifer Villa, Teacher, 443-5358 (4th-5th)
ROOM 102: Alyce Avenell, Teacher, 443-5443
ROOM 103: Josephine Armeli, Teacher, 443-6158
ROOM 104: Herbert Schuchard, Teacher, 443-8216, (6th-8th)



 

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