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District Educational Options

General Education

TERRA NOVA  (located at Cupertino High School)
Program Profile: A support program for low-achieving, high-potential 10th and 11th graders. Terra Nova students are recommended after 9th grade. The 10th grade program offers a Terra Nova English, History, Math and study skills class. The 11th grade program offers an English and Math class. Terra Nova classes offer a smaller student to teacher ratio. All Terra Nova students are provided individual and/or group counseling with a licensed Marriage and Family Therapist. The combination of an educational option on a comprehensive site provides students with the opportunity to reconnect to the academic environment while continuing to participate in social and extracurricular activities. A detailed brochure is available upon request.
Student Profile: Students entering the Terra Nova Program have experienced academic difficulty in the past; struggled with social, emotional, or family issues; are willing to work on their emotional health and the quality of their relationships; and believe they are ready to make a change.

General & Special Education

SUMMER SCHOOL
A program offering traditional remedial classes for students who need to make up course credits and transition-to-high-school programs for incoming Special Education and at risk general education students. Classes meet five days a week for four to six weeks.

Special Education

ACADEMIC COMMUNICATION
Program Profile: The Academic Communication program is offered at all five high schools. There is a referral process for consideration into the program and the IEP team determines the appropriate placement. A detailed brochure is available upon request. Student Profile: Academic Communication serves the needs of students whose primary challenge is social cognition. Some students have an outside diagnosis of High Functioning Autism, Non-Verbal Learning Disability, Asperger Syndrome or Pervasive Developmental Disorder-Not Otherwise Specified. Eligibility for special education may include Specific Learning Disability, Autism, Emotional Disturbance, Speech and Language Impaired or Other Health Impaired. Along with diagnosis and/or eligibility the IEP team, with the involvement of the program specialist has determined that social cognition is the student’s primary deficit. Social cognitive skills are defined as perspective taking, personal problem solving, executive function (cognitive and physical organizational skills), and abstract and inferential thinking.

HORIZONS (located at Cupertino High School)
Program and Student Profile: Horizons is an innovative program designed for Special Education students who have struggled within the comprehensive high school setting. One to one directed study, in combination with career/job training and transitions to work program, helps students gain academic skills while working toward a high school diploma or GED certificate and preparing for future employment.

VOYAGER  (located at Lynbrook High School)
Program and Student Profile: A Therapeutic Special Day Class that provides an educational program with therapeutic support that can enable adolescent students with social and emotional deficits to learn how to function more successfully in the high school environment and to prepare for becoming an independent adult. The goal of the Voyager program is for students to gain skills to facilitate success in mainstream classes. The program has a structured, leveled behavioral system integrated into the Voyager classes and counseling therapy is mandatory. Students receive individual counseling; group counseling as needed. A detailed brochure is available upon request.

MODERATE PROGRAM (located at Fremont High School)
Program and Student Profile: Designed to meet the needs of students who require ongoing, modified academic supports and the development of skills for transition to adulthood. Students may have been identified with various learning disabilities, social cognitive deficits and communication barriers that make it difficult for them to be successful in less restrictive special education settings. • Curriculum is aligned to the California Department of Education State Standards but modified to meet student needs. Academic classes are taken primarily in the special education classroom and determined by the IEP team. General education electives and PE are provided as appropriate. Most academic credits will be completed in the first two years of high school. Students take all standardized tests including the CST. Each student will have the opportunity to take the California High School Exit Exam. However, their performance will be evaluated and further modifications to their program considered. A detailed brochure is available upon request.

MODERATE TO SEVERE PROGRAMS  (located at Cupertino, Fremont Lynbrook High Schools)
Program and Student Profile: Designed to meet the needs of 14-18 year old developmentally disabled students. A Program Specialist from the Special Education Local Planning Area (SELPA) II works with the parents, middle school and high school staff to facilitate each student’s referral and transition into the program most appropriate to meet their abilities and special education needs. • Curriculum is aligned to the California Department of Education Alternate Standards for Students with Moderate to Severe Disabilities. Their functional academics range from below kindergarten through third grade. Communication skills are an essential learning component in all classes. Each class has a weekly group session for direct instruction that is facilitated by the Speech Language Pathologist. The focus of these lessons is on asking and answering questions, sequencing events, social language, and expressive and receptive language skills. Since the generalizing of skills is essential for the student’s future success, the Speech Language Pathologist consults with the staff to support communication in and out of the classroom. All classes emphasize curriculum that builds skills for Independence, Responsibility, Interpersonal Communication, and Health. Students are working on their transition into a post-secondary program and will receive a Certificate of Attendance upon graduation. A detailed brochure is available upon request.

PERSPECTIVES  (located at Monta Vista High School)
Program and Student Profile: A specialized classroom to meet the needs of 14-18 year old students that require functional curriculum and skill development for transition to adulthood. Students participating may have been identified with various learning disabilities, social cognitive deficits and communication barriers that inhibit growth in a traditional classroom setting. • Curriculum is aligned to the California Department of Education State Standards with emphasis on the Alternate Standards. Communication skills are an essential learning component in all classes. Each class has a weekly group session for direct instruction that is facilitated by the Speech Language Pathologist. The focus of these lessons is on asking and answering questions, sequencing events, social language, and expressive and receptive language skills. Since the generalizing of skills is essential for the student’s future success, the Speech Language Pathologist consults with the staff to support communication in and out of the classroom. Students are working on their transition into a post-secondary program and will receive a Certificate of Attendance upon graduation. A detailed brochure is available upon request.

POST-SECONDARY PROGRAMS  (BRIDGES, WINGS, LYNCS)
Program and Student Profile: Specialized post-secondary services for young adults between the ages of 18 and 22 with developmental disabilities. Emphasis is placed on independent living skills, vocational training, community awareness, transit training, and human development. Each student will spend part of their day on a job site and another part of their day in a class setting. Students may work individually or in small groups. • The secondary school IEP team refers students by completing a referral packet and submitting it to the SELPA II office. Referrals are reviewed on a monthly basis by the Post-Secondary team. Placement decisions are made based on availability and match of skills and experience. Input on placement is gathered through the referral information, teacher observation, and current assessments. While a student’s preference for a program is considered it is not the primary basis for a decision on placement. The team takes in all factors equally and places students in the best program that will serve the students needs described on the IEP. A detailed brochure is available upon request.