A	B	C	D	E	F	G	H	I
1	PRE	K	1-5	6-8	9-12	Program Model	Student Profile	Student Goal	Staff
2						Preschool Itinerant Students attend school only to receive communication and/or motor therapies from the SLP, OT, or PT	Students with mild disabilities ages 3-5 who require SDI only in communication and/or motor domains		1-2 Therapists
3						Preschool Classroom Students attend a preschool classroom for 4 half days/week	Students ages 3-5 with mild to severe disabilities who require SDI in academic, social, and/or adaptive domains; these students may also require SLP or OT/PT services	10	Special Ed Teacher 1 paraprofessional
4						Preschool with Extended Day Students attend the preschool class for 4 mornings/week, and receive 2-4 additional afternoon sessions	Students ages 3-5 with moderate to severe disabilities who attend a preschool classroom and require additional time and instruction to make meaningful educational progress	8	Special Ed Teacher 3 paraprofessional
5						Developmental Kindergarten Students attend a half day self-contained classroom with mainstreaming as appropriate	Kindergarten students with moderate to severe disabilities who require SDI in more than one domain, cannot learn successfully with grade-appropriate curricula, and require extra adult support and small groups	10	Special Ed Teacher 1 paraprofessional
6						Positive Behavior Support Kindergarten Kindergarten students attend a half day program with mainstreaming as appropriate	Kindergarten students whose behavior creates an adverse educational impact so severe as to preclude their success in a general education program. In general these students will be at or near grade level academically	10	Special Ed Teacher 2 paraprofessionals
7						General Ed w/Resource Room and/or Therapy Students are assigned to a general education classroom and receives SDI from a special education teacher and/or therapist(s), often in a separate room	Students with mild disabilities who are successful in general education at least half the day, with or without accommodations and modifications	25 (Elem) 30 (Sec)	Special Ed Teacher (some para time at secondary level)
8						Extended Resource Students are assigned to the extended resource classroom with an academic focus and spend time in mainstream classrooms as much as is appropriate	Students with moderate disabilities and adaptive delays who are on an academic track but have significant enough delays that they cannot participate successfully in most grade-appropriate curricula	15	Special Ed Teacher 1-2 paras
9						Positive Behavior Support Students are assigned to a PBS classroom where they receive SDI in social and self-management skills, and as appropriate, academic skills. Students performing at grade level academically spend as much time in the general education classroom as they can given their level of self-management skills	Students whose primary disability is in the social/behavioral domain, who require a highly structured classroom with an overt social/behavioral curriculum and high levels of adult support for behavior. Students may or may not have mild to moderate cognitive and/or academic delays	10	Special Ed Teacher 2 paraprofessionals
10						Life Skills Students are assigned to a self-contained classroom with a focus on functional academics and life skills. Students may have opportunities to join typical peers in non-academic activities	Students with moderate to severe disabilities and significant cognitive, academic and adaptive delays	10	Special Ed Teacher 2 paraprofessionals
11						Out-of-district Placements Students are assigned to a non-district public or private school on contract	Students whose needs are so specialized and/or severe that FAPE cannot be provided in a district program
12						GOAL 18-21 year -old transition program designed to be a link between high school and adult life. It is a transition program that provides a sequence of school based experiences and training to assist a trainee with special needs to become more self-reliant and independent in a work setting and life outside of the school environment. GOAL is not a place for students who need a full-time academic program	Students who go to GOAL usually have completed their high school graduation requirements and need more time to meet their functional and academic IEP goals.
13						STRIVE 18-21 year -old transition program designed to be a link between high school and adult life. It is a transition program that provides a sequence of school based experiences and training to assist the student with special needs to become more self-reliant and independent. STRIVE is not a place for students who need a full-time academic program	Students who to into the STRIVE program usually have completed their high school graduation requirements in life skills programs and are less independent that those students who would attend the GOAL program