The AIM (Achieving Independent Milestones) program is designed with a focus on the intensive programming and supports that are needed for students exhibiting significant deficits in the areas of cognition and learning. The programmatic instructional model lends itself to increased repetition and practice of skills within a total communication approach. Particular focus is on the functionality of the instruction in order that the students gain independence, with both adaptive and academic skills. The alternative curriculum parallels the scope and sequence of the general education curriculum and is aligned with state standards. Because of the intensity of the supports given, the classroom size is smaller (approximately 8 students) with a lower staff to student ratio. Access to the general education and core curriculum is also embedded in the structure of the day, per the recommendations as found in each student’s IEP. www.ipsd.org/StudentServices.aspx/AIMProgram
This is not a college prepratory program.
Self-contained program for core classes and some electives that are aligned with the general education curriculum.
Classes are self-contained and taught by a special education teacher. Placement for students with disabilities who need opportunities to develop functional academic skills; along with, skills that they will need in everyday life such as: self-care, vocational, functional reading and math, money management, self-advocacy.
Students will meet the needs for graduation taking IN courses.
This is not a college prepratory program.
The SEL (Social Emotional Learning) program is designed with a focus on the intensive programming and supports that are needed for students exhibiting deficits in the areas of behavioral and emotional regulation. Additional programmatic targets are social relationships, social cognition, academics, and de-escalation strategies. Because of the intensity of the supports given, the classroom size is smaller (approximately 8 students) with a lower staff to student ratio. Direct instruction in the areas of emotional/behavioral regulation as well as social skills is a daily component of the program. Access to the general education and core curriculum is also embedded in the structure of the day, per the recommendations as found in each student’s IEP. For students who need a more intensive instructional approach, modified and alternate curriculum options are available. All curriculum parallels what is taught in the general education classes and is aligned with state standards.
In addition to the focus on social and emotional functioning as it relates to educational success, students also are afforded a full complement of related services. These services can include counseling from either a school social worker or psychologist, occupational therapy, speech therapy and/or physical therapy. The specific related services for individual students are outlined in their IEPs.
Students in the SEL program are unique individuals with challenges that are specific to their learning profile. However, students typically have had difficulty with maintaining regulation in the following areas:
Social-emotional
Behavioral
Communication
Sensory
Independent functioning
These challenges have resulted in the need for specialized instruction in a setting outside of the general education classroom. Students who are considered for placement in the program will have had at least one Functional Behavior Assessment (FBA) and at least one Behavior Intervention Plan (BIP).
The delivery of a free appropriate public education (FAPE) in the least restrictive environment (LRE) is not only a legal mandate but a program goal. However, the environment that proves to be least restrictive as well as appropriate to meet the students’ unique needs is a team decision and is as individual as the students themselves. General education placement decisions should be made with the student in mind, specifically with regard to gaining meaningful educational benefit and participating in the classroom environment in a meaningful way.
As students improve upon their skills in managing and regulating their emotional and behavioral challenges, staff will support them toward an increased level of general education participation. The ultimate goal is for students to return to their general education class utilizing strategies they have learned and incorporated as established skills.
These are general education courses that are supported (co-taught) by a Special Education teacher.
These courses may be college prepratory.