PHYSICAL EDUCATION
Chaboya Physical Education is a curriculum for lifetime. We offer many units in lifetime activities as well as your traditional sports. Several Lifetime activities that we offer are dance, weight training, golf and jump rope. Traditional units include basketball, volleyball, track & field and soccer.
Participation - Improvement- Effort – Dress
P.I.E.D. = “A” in Physical Education
PE – Staff
John Franza - Department Head
Ray Mocherman
Linda Rhodes
Sonja Riley-Glover
Jennifer Schweitzer
Allen Ventura
SPECIAL EDUCATION
The following supplemental services are available to students with identified special education needs. These services are intended to support the core curriculum and provide necessary assistance to students in order for them to achieve academic success. Non-instructional support (health, counseling) is available to ensure the well-being of the student, and support their ability to be ready to learn.
SPECIAL DAY CLASS - SDC
KATHY NELSON
CHERYL PARKS
After all modifications have been implemented and a student has been reviewed through the Student Study Team process, mandated assessment for eligibility for special education services may occur. Through the Individual Education Team (IEP) process, placement in the least restrictive environment is determined. Placement in the Resource Specialist Program is considered prior to placement in Special Day Class (SDC). The student’s IEP is designed in consultation with parents and school staff. Should SDC be indicated, the student is places in a self-contained small group setting for the majority of the day (more than 50%). The SDC students receive instructional program support specifically designed to meet their needs. Students have access to core curriculum material and the SDC teacher may modify the manner and methods by which the students receive the core instructional content. Student s may e placed in regular education classes (mainstreamed) throughout the day based on their ability levels. Students may receive instruction in combination wit RSP students. Unless otherwise indicated, students are expected to comply with standard school rules and regulations. Students are evaluated yearly to review progress and determine placement in the least restrictive environment.
RESOURCE SPECIALIST PROGRAM – RSP
SANDY GARCIA
GREG LANE
JENNIFER MILLER
After all necessary modifications have been implemented and a student has been reviewed through the Student Study Team process, mandated assessment for eligibility for special education services may occur. When students with specific learning disabilities have met eligibility criteria for service, they are placed in the Resource Specialist program. This program is designed to provide support to students who are placed in a regular education classroom for more than 50% of the school day. The specially designed instructional program, as identified through the Individual Education Plan (IEP), is developed in consultation with parents and school staff. The Resource Specialists provide instruction in small group settings for Language Arts, Social Studies and Math. In addition, instruction can be provided within a general education classroom on a team teaching basis. RSP students and Special Day Class students may be offered in combination with non-identifies students. The RSP instructional assistant may provide direct instruction in the general education classroom to identified and non-identified students. The instructional assistant works under the supervision of the RSP teacher. The RSP teacher provides on-going assistance to the general education teachers as needed. Students are evaluated yearly to review progress and determine placement in the least restrictive program.
SPEECH
TED ISSACSON
Students with diagnosed speech and language difficulties receive services from the Speech and Language Pathologist. The frequency and manner of service delivery are identified through the Individual Education Plan (IEP) process. The program is designed in consultation with parents and school staff. Students may receive services as a pull-out from general education classes or as included in the classroom. The Speech and Language Pathologist works in collaboration with general education classroom teachers to provide language enriched programs. Students are evaluated yearly to review progress.
PSYCHOLOGIST SUPPORT SERVICES
SUE MURNEN
Students with need for mandated psycho-educational testing receive the services of the school psychologist. Psychologists may also provide counseling for students. Psychologists provide support to general education teachers regarding appropriate behavior intervention techniques in the classroom.
ENGLISH LANGUAGE DEVELOPMENT PROGRAM
MARIA RODRIGUEZ
English Language Learners (ELL) are initially identified for the program through language proficiency assessments administered to each student who has a Home Language Survey, which indicates a language other than English. ELL are assigned to English Language Development (ELD) content classes and/or specially designe3d academic instruction classes for the core curriculum. These classes are taught by the ELD specialist or classroom teachers with special training. Instructional assistants support students acquiring English either in the classroom or on a pull-out basis. The ELD staff consults with the classroom teachers to provide support for curriculum activities. Primary language assistants who are proficient in English and one or more of the main languages of the district are available for students who need academic support. Materials and training to support the program are provided by the district. Students meeting specific criteria are redesignated to fluent English proficient and their progress is monitored by the ELD staff.
