Special Education Services for Students with Emotional Disturbance
- Referrals and Assessments
- Special Day Class
Referral and Assessments
SCOE provides educationally related mental health assessments to students suspected of having emotional issues impacting their learning. Our clinicians, either licensed marriage and family therapists or licensed clinical social workers, work with the school districts we serve to provide thorough, accurate assessments. We then work collaboratively with Individual Education Plan (IEP) teams to determine eligibility, goals and proper services for the individual students.
Special Day Class and Inclusion
SCOE services students kindergarten through eight grade in specialized classrooms located on district sites. Each of our classrooms has a teacher, three para educators and a full time mental health clinician, as well as, support from a Board Certified Behavior Analyst. The goal of our program is to teach the students social skills, coping and problem solving strategies to work through their emotional difficulties so that they can progress in their academic program. Our program aligns to the district curriculum and we participate with our sites to the fullest extend possible. When ready, our students main stream. Our ultimate goal is to help the students to acquire the skills he or she needs to self-regulate and manage behavior without it negatively impacting their academic progress and eventually return to their home school.
Emotionally Disturbed Inclusion Program is designed for students identified as emotionally disturbed that require the least amount of support either because they are transitioning out of our special day classes, or they have not demonstrated the need for a special day class. Services provided by highly trained program facilitators, focus on social skill development or support, problem solving and coping skills and are delivered at the student's school site. Students who qualify through Behavioral Health and Recovery Services for educationally related mental health services also receive counseling services at the school site.
Adaptive Physical Education Services
Itinerant Adaptive Physical Education Teacher
Adaptive Physical Education
SCOE provides adapted physical education programming for over seventy different school sites across the Stanislaus Special Education Local Plan Area (SELPA). Our mission is to design physical education activities with appropriate accommodations and modifications so that they are as appropriate for a person with a disability as they would be for a non-disable peer. We work to develop: physical and motor skills, fundamental motor skills and patterns, dance, group games and sports, and life time healthful living and leisure.
Alternative Education Services
- Learning Handicapped
SCOE provides resource specialist services at all of our alternative education sites. Our mission is to assist alternative education in the identification and provision of specialized academic assistance to help each student progress in the general education curriculum to the fullest extend possible.
Students who receive special education services at the high school level receive services through the learning center model. To the maximum extent appropriate, learning handicapped students are educated in the general education setting, but also receive instruction in the self-contained classroom or learning center, when the student cannot achieve satisfactory progress academically or behaviorally. Students who receive their instruction in the general education setting receive multi-leveled instructional support by both general education and special education staff. Student placement and their percentage of time between the general education class and the learning center is based on each student’s unique needs, goals, and services per their Individual Education Plan (IEP). Along with focusing on each student’s IEP, a mental health clinician works with students on social problem solving, anger management, and other relevant topics.
Juvenile Court School
- Learning Handicapped
Juvenile Court School
Special education services continue for students while they are in custody. In this setting, students who receive special education services receive services through the learning center model. To the maximum extent appropriate, students are educated in the general education setting, but also receive instruction in the self-contained classroom or learning center, when the student is not achieving satisfactory progress academically or behaviorally. Students who receive their instruction in the general education setting receive multi-leveled instructional support by both general education and special education staff. Student placement and their percentage of time between the general education class and the learning center is based on each student’s unique needs, goals, and services per their Individual Education Plan (IEP). Along with focusing on each student’s IEP, a mental health clinician works with students on social problem solving, anger management, and other relevant topics.
Our staff ensure that individual education plan meetings are held and out of date plans are brought back into compliance while the students are receiving our services.
Parent Testimonials about SCOE Special Education:
“Two thumbs up, 110%, I love the program. He has gotten more confident and is verbalizing his feelings now. This program has helped with his issues and helped him get to the next level”
~Parent of a junior high student that attends our Emotionally Disturbed Program at Salida Middle School
“When I was introduced to SCOE, I was lost and confused with a child that felt much worse than I did. Before coming here, everyone cared but didn't know how to help. With SCOE, I get both the nurture that I would provide for my son, and expert staff who are ready to equip my son with tools to help him grow and manage challenges. Positive and constant communication (with SCOE staff) allow me to make changes at home to accompany his progress at school. SCOE gives my son and myself a positive and progressive path forward.”
~Parent of a 4th grade student in our emotionally disturbed program at Sisk Elementary School
Administrative Staff for Adapted PE, Alternative Education Learning Center Model, Emotionally Disturbed Assessments, Emotionally Disturbed Special Day Class, Mental Health Clinicians, Program Specialists, West Campus:
|Saundra Day, Director III
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|Maci Sharma, Administrative Assistant III
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|Courtney Walker, Director I
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|Teresa Wiggins, Food Service Worker
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|Laura Bartlett, Program Specialist
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Hallie Stirm-Loera, Program Specialist
Julie Wright, Program Specialist
Alicia Root, Program Specialist
Berenice Correa, Program Support Secretary
Behavior Support Services
- Itinerant Board Certified Behavior Analysts (BCBA)
SCOE behavior support staff use applied behavior analysis, as well as, developmentally appropriate strategies to promote positive behavior supports and effective instructional strategies. Concentrating on skill development, building fluency, maintaining generalization and increasing independence. Support and training for SCOE and district staff working with students in various settings is provided by ongoing communication, consultation, one to one coaching and group training as appropriate.
Autism Special Day Class
- Grades K-8
Autism Special Day Class
Evidence Based Practices for students with autism including DTT, DI, precision teaching, structured teaching, visual supports, picture communication and technology are integrated within typical classroom activities with supports in place to accommodate the individual needs of the students Classroom size is small with high staff to student ratio in order to provide intense individualized instruction for the vast range of needs and mainstreaming support as needed. Focus is on language and behavior support across communication, academic, social and self-help domains.
School Inclusion Support
- Severely Handicapped Inclusion
- Other Developmental or Learning Disabilities
School Inclusion Support (Autism, Severely Handicapped Inclusion, and Other Developmental or Learning Disabilities)
Our inclusion team provides support for students with a wide range of disabilities including autism, intellectual disability, and other developmental and learning disabilities who are included in various class settings. These services include interventions for positive behavior support, emotion management, social skills development, academic learning strategies, and language development. Our inclusion team works with the local districts to provide services that are based on student individual education plan needs and staff training needs, to assist all students in receiving benefit from the least restrictive environment. Students who qualify through Behavioral Health and Recovery Services for educationally related mental health services also receive counseling services at the school site.
Administrative Staff for Autism School Age Special Day Class, Behavior Program/Training, Behavior Support (BCBA, BSPA)
Tricia Kelly, Principal/Program Director
Katie Lewis, Director I
Iliana Maratty, Administrative Assistant I
|Phillip Alexander, Senior Behavior Support Program Assistant (BSPA)
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2019-2020 School Based Integrated Program Calendars
Autism SDC- Empire/Stroud/Hughes
Autism SDC- Stanislaus Union/Chrysler/Prescott
Autism SDC- Riverbank/Mesa Verde/Cardozo
Autism SDC- Salida, SISK
ED- Salida Union 2019-2020
To provide a comprehensive school program for severe, non-severe and low incidence disabled students ranging from birth to 22 years of age.
To create educational programs that are designed to meet the unique needs and abilities of individual students who have been identified as having special needs.
To maximize each student's opportunity to achieve his or her full potential.
To develop collaborative relationships with families and public/private agencies with interests in children and adults with disabilities.
To provide support services to enrolled students that allow them every opportunity to be educated in their home school or as close to their home as possible.
Itinerant professionals are skilled and trained, provide support to students with severe developmental, speech, language, hearing, health, orthopedic, or vision impairments to be successful in general education classes in their neighborhood schools.
Special day class teachers, instructional assistants and itinerant professionals provide specially designed instruction for students with similar disabilities. These services and classrooms are located on general education school sites which enable students to participate with non-disabled peers to the greatest extent possible.
Through the caring and commitment of public education and effective leadership and instruction, we empower students and parents by supporting independence, providing opportunities through implementation of best practices, and establishing partnerships for life-long learning.
Our impact on individuals with disabilities and their families will provide independence, opportunity and hope for the future.