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Special Programs

About Special Programs

Small group of students engaged with teacher

The special programs options at Davis District consist of the following programs: Academic Social Communication  (ASC), Essential Elements (EE), Social Behavioral  (SB), Behavior Communication Intensive Support (BCIS) and Medically Fragile.  Choose from the above tabs to learn more....

Prior to a special education support professional completing an observation or discussing student specifics,

  1. Parent Permission - (Spanish version)

ASC

Academic Social Communication Program (ASC)

The Academic Social Communication Program is designed to meet the individual education needs of students (K-12) for whom social, communication  and academic deficits are the primary focus.  Students need concentrated and rigorous instruction and supports for much of the school day.  Targeted learning is implemented in a structured small group setting, and/or modified and supported general education setting. Students require accommodations and modifications in this self-contained program. Students can access their general education classroom independently or with assistance (through accommodations, adult support or peers).  Students require evidence-based language, reading, math, writing and self-help instruction in a highly structured teaching model. Student IEP goals and behavioral intervention plans are implemented daily using high rates of reinforcement.  Curriculum is based on general education core with accommodations and modifications as needed.  In addition, other direct instruction programming will be used to support student growth.  Students in ASC Programs will be taking the District/State end of level testing.

EE

Essential Elements Program (EE)

The Essential Elements program is designed to meet the individual education needs of children 3 to 22 years of age who have identified significant disabilities in at least three areas (Adaptive, Academic, Cognitive).  In addition, students may also have broad language or motor delays and deficits in social skills.  Targeted learning is implemented in a structured, small group setting with occasional need for 1:1 support. Students require accommodations and support in this self-contained classroom. When appropriate students can access their general education environment with assistance.  Curriculum is based on the Essential Elements of the Davis Essential Skills (DESK) standards using tiered instruction, Discrete Trial Training (DTT), task analysis, and Universal Design for Learning.  Due to instruction using  the Essential Elements standards, these students will take the alternative end of level assessments.  Students require evidence-based language, reading, math, writing, and self-help instruction in a highly structured teaching model.  IEP goals and behavioral intervention plans are implemented daily using high rates of reinforcement. 

SB

Social Behavioral Program (SB)

The Social Behavioral Program is a self-contained classroom for students with mild/moderate disabilities and is designed to meet the needs of the special education student (K-12) for whom behavior challenges are the primary needs.  Social Behavioral Program is structured much like a general education classroom with additional supports.  Students in Social Behavioral Programs have varying disabilities ranging from Autism to Learning Disabilities to Emotional Disturbances.  Social Behavioral Program teachers use both special education and general education curriculum. Students are typically placed on a level system for behavioral change.  Participation in mainstreaming opportunities is contingent upon performance within this system.   Student expectations are clearly defined, and the student must perform and maintain at these expected levels to increase the likelihood of success in a mainstream classroom. In addition to the Level system, individual and group reinforcement programs are used to encourage and support positive behavioral expectations. Instructional strategies are also implemented to improve expected behaviors.

BCIS

Behavior Communication Intensive Support (BCIS)

BCIS – Behavior Communication Intensive Supports Program.  The BCIS programs are designed for students who have not been successful in previous self-contained placements even with individual supports.  The students placed in a BCIS program require intensive supports with behavioral and communication skills.  The referral for these programs is directed through the Davis District Human Rights Committee.

Medically Fragile

Medically Fragile Program

The Medically Fragile program is designed for students who require frequent positioning and daily medical supports beyond the typical Essential Elements Program.  The student’s health is the primary focus and a health plan is required by the Special Education Nurses prior to starting in this program.


Contacts

Special Programs Director - Patty Arbon

Patty Arbon

PARBON@dsdmail.net | 801-402-5151

  • Patty oversees the k-12 programs for students in special programs including: Essential Elements (EE) classes, Academic Social Communication (ASC) classes, Social Behavioral (SB) classes and Behavior & Communication Intensive Support (BCIS) classes.   She also oversees Medicaid and private nursing services. Patty collaborates with and provides guidance for school administrators and teachers as they work with families of students with disabilities.

Supervisor - Mary Cheney

Mary Cheney

MCHENEY@dsdmail.net | 801-402-5151

Her duties include: 
• Assist FS Classroom Teachers with curriculum, behavior, and sensory needs.
• Train FS Classroom Teachers on specific curriculum used in FS classrooms.
• Support FS Classroom Teachers by weekly on-site visits.
• Collaborate with FS Classroom Teachers on special projects.
• Collaborate and plan at weekly meetings with FS Team members.
• Work with parents and Administrators to support individual students.
• Assist Autism Team and preschool with transitioning kindergarten students.
• Plan and conduct monthly trainings for FS Classroom Teachers on a variety of topics specific to students and classroom needs.
• Human Rights Committee liaison for FS Classrooms. Follow up with teachers and school teams to help problem solve student behaviors, create visual supports and hold staff training needed for individual student’s success. 
• Safety Care Trainer-Teach positive behavior strategies and safe physical management procedures to school teams in DSD.

Supervisor - Lorie Coates

Lorie Coates

lcoates@dsdmail.net | 801-402-5151

As coordinator for the self-contained classrooms, Lorie provides technical assistance for the self-contained learning center teachers (preschool, elementary and secondary), in the areas of behavior, LRBI, individualized behavior plans, and other responsibilities as needed. She heads up the Human Rights Committee. Lorie is also responsible for directing the Davis Diagnostic Resource Center (DDRC)-(ext.25955). The center’s primary responsibilities include: performing second opinion assessments (referred by District Coordinators or Special Education Director), reviewing file information for students moving into Davis School District who have a self-contained level of special education services, processing treatment for students who have been recently placed in hospital settings for mental health considerations, providing general assessment resources and training to school teams.

Supervisor - Alice Richins

Alice Richins

ARICHINS@dsdmail.net | 801-402-5169

Her duties include: 
• Assist FS Classroom Teachers with curriculum, behavior, and sensory needs.
• Train FS Classroom Teachers on specific curriculum used in FS classrooms. 
• Support FS Classroom Teachers by weekly on-site visits. 
• Collaborate with FS Classroom Teachers on special projects. 
• Collaborate and plan at weekly meetings with FS Team members. 
• Work with parents and Administrators to support individual students. 
• Assist Autism Team and preschool with transitioning kindergarten students. 
• Plan and conduct monthly trainings for FS Classroom Teachers on a variety of topics specific to students and classroom needs. 
• Member of the Brain Injury and Assistive Technology Teams.
• Assists with Medicaid management for Special Education including teacher training. 
• Safety Care Trainer-Teach positive behavior strategies and safe physical management procedures to school teams in DSD.

Supervisor - Jared Hadley