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look at the research for the Bridge program.Thought process-Are we using the latest information with the <br /> research and our programming? <br /> Rebranded the programs. District does not want negative past experiences/connotations and negative <br /> nicknames associated with the old programs to continue forward.Also, there was much confusion with so many <br /> of the program names beginning with the letter"C". This is why the new program names. Kept"RISE"because <br /> it is an action word and it means something, it is an acronym that stands for something. So each of the new <br /> program names does the same. <br /> Program names come from the philosophy of what is being taught to the kids in the program. Much simpler to <br /> say that the amount of support vanes based on placement, but same underlying philosophies. Kids with <br /> developmental delays need the methodology in order to be successful. <br /> R.I.S.E.-Reading Integrated School Experience. <br /> R.E.A.C.H.(at Killam)-Resiliency, Executive Functioning,Academics, Coping Strategies and Habits of Mind <br /> (F/K/A Therapeutic Support Program(TSP)) <br /> S.A.I.L.-(at Wood End)(F/K/N Crossroads and Compass)Combined the two programs for a continuum of <br /> service. Strategies to support Academics, Independence and Life skills.Could be sub-separate,could have <br /> inclusion services. Same programming philosophy for those students. <br /> L.E.A.D. Program(at Joshua Eaton)(FNA Bridge)-Language Executive Functioning Academics and <br /> Determination. Teaching self-advocacy skills in order to be successful. <br /> S.O.A.R. (At Birch Meadow)-One program, a continuum of service program. Social skills Organizational skills, <br /> Academics and Real word organizations. <br /> The Learning Center still has its name. <br /> Wood End has it's own program. Birch would have its own program(Autism, communication).Joshua Eaton <br /> would have LEAD. Each level has pull out classes and inclusion classes. <br /> Middle school for SAIL SOAR and REACH, reach maintains its own programming all the way through. <br /> Subseparate classes can remain linked to the program. Overlap between SAIL and SOAR.At HS level, <br /> students that need subseparate social emotional support will remain separate. LEAD and REACH remain <br /> separate. <br /> Each new program description contains the following sections: Program name and what the acronym stands <br /> for; Current locations of the Program;A summary of student needs; An overview of the program; The program's <br /> mission;the curriculum; Special Programming in the program; Related services. <br /> SEPAC Parent Maria Morgan asked if there was distinguishing of programs at the RISE level. Dr. Stys <br /> indicated that the district is still having the subseparate programs, but they are not being placed into a"named <br /> program".All the programming is not changing, they are just not delineating within each level,the placement. <br /> This is being done so that it does not pigeon hole a child into a trajectory of where they will go after preschool. <br /> The focus is on the continuum of service/what does each individual kid need/not focusing on which program <br /> and why.This is being done in order to no longer have all of the labelling, and organizes it in a way that makes <br /> it easier to talk about. <br /> The programs are placements that we are looking to put more support.Thought process-What is instructionally <br /> different in one program than another?As programs/research/students needs change/we will continue to look <br /> at the practices and make updates to the program descriptions if needed. Team process overrides all of this. <br /> We look to the IEP to guide students' needs. These programs are just road maps. Individualized for every <br /> student Programs can move. <br /> Entrance/Exit Criteria in terms of programming and in terms of related service providers. Because of Covid they <br /> need more time to work with the staff for the programs, but have done a lot of work with the related service <br /> providers. Need to continue to do more research and get more staff input so that these can be published on the <br /> website. <br /> Jillian Solivan(sped social worker at HS)and Florne Johnson(District psychologist)spoke at the SEPAC <br /> meeting in regards to the entrance criteria for structured counseling on an IEP.There are 6 criteria discussed <br /> so far. 1.Tier II intervention.2.Testing data that impacts the social emotional disturbance on school <br /> functioning. 3.Team determines that the emotional disability cannot get through an academic week without <br /> Page 1 2 <br />