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Functional Skills

About:

The Functional Skills class is a specialized program for students with significant cognitive disabilities.  This program is designed to meet the individual education needs of children 3 to 22 years of age who identified significant disabilities in one or more areas:

  • Personal/social
  • Adaptive
  • Motor
  • Communication
  • Cognitive

Students may have broad language or motor delays, deficits in social skills and/or adaptive skills and significantly below-average academic skills.  Targeted learning is implemented in a structured small group setting with occasional need for 1:1 support.  FS teachers are trained specially designed instruction, behavior management, social skills, and evidence-based practices necessary for students to make progress toward annual goals.

FS Coaches Log (online form)

Team Contacts:

Supervisor - Functional Skills & Learning Center - Patty Arbon

PARBON@dsdmail.net | 801-402-5151

  • Patty oversees the k-12 programs for students with significant cognitive disabilities in self-contained functional skills classes and students with mild/moderate disabilities in self-contained learning centers. 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.

Coordinator - Functional Skills - Scott Francis

Scott Francis

SFRANCIS@dsdmail.net | 801-402-5169

Scott coordinates services provided to students with severe disabilities, K-12. He provides support through new teacher training, and inservice trainings with all functional skill teachers on current policy, procedures and research-based programs. He provides ongoing paraeducator training and coordinates the district inclusion team.

Teacher Leader: Functional Skills - 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.

Teacher Leader: Functional Skills - 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.

Functional Skills - Induction Coach - Anne Wilkinson

Anne Wilkinson

AWILKINSON@dsdmail.net | 801-402-5169

Anne’s primary responsibility is to assist new special education teachers who teach students with severe disabilities. She assists them in such areas as procedural and compliance requirements, instructional materials and methods, and classroom management. She works with the special education mentors by providing training, support, and encouragement as they work closely with the new teachers. She also teaches and facilitates the new teacher and mentor trainings, as well as the IEP training strand.