District Wide Special Education Programs

Goal

To provide the intervention and support necessary for a student with significant disorders to be successful in the school setting

District Program Philosophy

The Comprehensive Program at Central is designed to serve students who are struggling in their home school due to significant cognitive delays.  Support is provided to the student and staff in the home school in hopes of maintaining the child in that setting.  Only after these interventions have proved unsuccessful is the child referred to the Comprehensive Program at Central.

Placement at Central is determined on an individual basis.  The process is meant to be flexible in order to accommodate students who are regarded as a danger to themselves or others or who are seriously impeding the education of other students.

Prior to referral each student must have a documented record of pre-referral strategies, accommodations, and modifications that have been utilized by the home school.

Placement in the Comprehensive Program at Central is considered to be the most restrictive educational environment within the Helena Schools.  It is the intention that all students will return to their home school when they have successfully demonstrated the ability to manage their behaviors.  Thus, the length of placement is determined by the individual student’s response to the program. The IEP team (Comprehensive Program staff and home school members) will be responsible for developing the child’s program, deciding the length of stay, and developing the transition plan that will return the child to the home school setting, if deemed appropriate.  Parents and agency representatives are a critical part of this team.


Bryant Structured Learning Program

Goal
To provide the intervention and support necessary for a student with emotional and behavioral disorders to be successful in the school setting.

Program Philosophy
The Structured Learning Center is designed to serve students who are struggling in their home schools due to emotional and behavioral concerns.  Support is provided to the student and staff in the home school in order to maintain the child in that setting.  Only after these interventions have proved unsuccessful is the child referred to the Structured Learning Center.

Placement is determined on an individual basis.  The process is meant to be flexible in order to accommodate students who are regarded as a danger to themselves or others or who are seriously impeding the education of other students.

Prior to referral each student must have a documented record of pre-referral strategies, accommodations, and modifications that have been utilized by the home school.  SLC staff will provide support in these efforts.  Only after it is determined that additional supports are necessary will a referral to the SLC be made.

Placement in the Structured Learning Center is considered to be the most restrictive educational environment within the Helena Schools.  It is the intention that all students will return to their home school when they have successfully demonstrated the ability to manage their emotions and behaviors. Thus, length of placement is determined by the individual child’s response to the program. The IEP team (composed of both SLC and home school members) will be responsible for developing the child’s program, deciding the determine length of stay, and developing the transition plan that will return the child to the home school setting.  Parents and agency representatives are a critical part of this team.