Special Programs
About Special Programs
ASC
Academic Social Communication Program (ASC)
The Academic Social Communication program is a self-contained classroom designed to meet the individual education needs of students K-12. Students in this program require specialized instruction in the areas of academic, social skills, and communication. These needs are substantial enough to prevent the student from being able to progress in a resource or general education setting and may require intensive instruction/support for much of the school day. Students may access their general education classroom independently or with assistance for core content and other instruction. The curriculum is based on modified grade level Davis Essential Skills and Knowledge (DESK) Standards with accommodations as needed. In addition, direct instruction and other special education programming is used to support student growth. Students may also benefit from a Behavior Intervention Plan if their behavior interferes with learning in the classroom.
EE
Essential Elements Program (EE)
The Essential Elements program is a self-contained program designed to meet the individual education needs of students’ k-12. Students in this program demonstrate severe and complex intellectual and adaptive functioning needs across all environments. Students perform significantly below age expectations even with program modifications, adaptations, and accommodations. It is expected that the student will require extensive ongoing support for daily living, through adulthood.
Student IEP goals and behavioral interventions require intensive, repeated, modified, and direct individualized instruction. To the extent appropriate, students may access the general education environment based on needs identified in the individualized education plan. Academic curriculum is based on the Essential Elements of the Davis Essential Skills and Knowledge (DESK) Standards using tiered instruction, discrete trial teaching, and task analysis. Students will participate in state and district testing using the alternative assessment.
SB
Social Behavioral Program (SB)
The Social Behavioral program is a self-contained classroom designed for students whose externalizing and/or internalizing behaviors are the primary impact on their education. Students in this program may qualify under a variety of disability categories. The students Behavior Intervention Plan requires intensive support throughout the school day. Students are instructed in the Davis Essential Skills and Knowledge (DESK) Standards.
Social Behavioral classrooms are structured with additional support, accommodations, and modifications in the areas of behavior and social skills. Participation in the general education classroom is contingent on behavioral performance as indicated on the students’ Behavior Intervention Plan. Social Behavioral teachers use interventions to help teach behavioral change and support positive behavior expectations in the educational environment. Classrooms utilize level systems and individual/group reinforcement programs to encourage and support positive behavioral expectations.
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 - Kristy Carson
- Supervisor - Mary Cheney
- Supervisor - Lorie Coates
- Supervisor - Alice Richins
- Supervisor - Jared Hadley
- Teacher Specialist - Bree Phillips
Special Programs Director - Kristy Carson
kcarson@dsdmail.net | 801-402-5151
- Kristy 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
MCHENEY@dsdmail.net | 801-402-5151
Her duties include:
- Help to support Special Programs teachers and school teams in delivering IEP services.
- Provide teacher training on a variety of topics specific to students and classroom needs.
- Support curriculum training in Special Programs classrooms, using specialized instruction practices.
- Safety Care Trainer-Teach positive behavior strategies and safe physical management procedures to school teams in DSD.
- Deliver weekly on-site visits to Special Programs classrooms.
Supervisor - 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
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
jhadley@dsdmail.net | 801-402-5169
His 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.