Provides resource support in the following areas for students taking general education or special education courses: study skills, organization, self-advocacy, school work, disability awareness, self-determination, and targeted skill deficit interventions. Beyond the traditional support provided for academic courses including accommodations identified in the IEP, the Seminar teacher will help students address his/her identified area of need outlined in the IEP. The Seminar teacher utilizes research based interventions and online resources to improve student’s abilities as identified in their IEP.
Seminar teachers assist in monitoring school work completion, executive functioning skills, self advocacy skills, and mastery of learning targets to ensure students making progress toward their IEP goals. Utilizing a multitude of research based interventions, specialized teaching methodologies, and other school based supports give students an opportunity to improve their academic, behavioral/emotional, and/or functional skills.
Specialized instructional classes are designed for students who require a more supportive environment. The curriculum is aligned with that of the general education program and is designed to accommodate the individual student’s learning needs in a smaller group setting. Specialized classes are available in all core curricular areas as well as some required elective courses such as consumer education, health, etc. Seminar is another available specialized class that provides students with additional support in the areas of academics, social/emotional needs, and executive functioning needs.
Cross Categorical Specialized (CCS)
The focus of the CCS program is designed to provide structured support for students who need to develop functional life skills within the areas of social interactions, emotional/behavioral control, pre-vocational skills, and communication. This program provides instruction and reinforcement of the functional life skills they need to achieve success in their academic settings and post-secondary life.
The goal is ensure students access to their general education peers to the greatest extent appropriate, while ensuring the appropriate supports are provided. Case management support is provided to students through collaboration with classroom teachers, related service providers, and community resources (i.e. DRS).
Ralph J. Frost Academy
All students referred to Ralph J. Frost Academy are eligible under the Individual with Disabilities Education Act and must be a resident of District 207 High Schools – Maine East, South, or West. The goal of Frost Academy is to provide a structured therapeutic educational environment to improve students academic, vocational, and social/emotional learning. In addition, Frost Academy enhances the mission of District 207 “To Improve Learning” by incorporating the Illinois State Board of Education Social Emotional Learning Standards (SEL). There is significant evidence that training and gaining expertise in social skills can help individuals overcome problematic behavior. Thus, the primary goal at Frost Academy is to assist the student in developing emotional wellness and social skills that leads to success in educational, vocational, and interpersonal areas of life. Therefore, we strive to strengthen positive social skills and improve social behavior by having the students observe interactions modeled properly, hearing it, walking through it, and acting it out in various situations. In addition, a structured program with clear predictable guidelines and behavioral requirements is essential for student growth and safety.
General Education with Support
Support within the general education environment is designed to provide optimal educational experiences in the least restrictive environment for students. Students may require accommodations and/or modifications to assist in the learning process. Supports are provided directly within the classroom setting by a classroom teacher in consultation with a special education case coordinator and/or directly by a special education teacher, teacher assistant, or related service provider(s).
Educational Life Skills
The Educational Life Skills (ELS) Program is designed as an adult-readiness program for identified high school students receiving special education services. This program is focused on attaining and mastering the skills necessary for life beyond high school. The ELS program is supported by best practices used for students with low incidence disabilities. The curriculum is highly individualized, and based specifically on a student’s specific needs and implementation of Individualized Education Plan goals. In addition the curriculum meets the needs of all students’ abilities in the areas of communication, pre-vocational skills, functional living skills, community awareness, recreation and leisure skills, behavioral skills, and academic skills. Students have the ability within this program to earn all of their graduation required classes, and is a diploma-seeking program. The focus on an educational approach which teaches our students to be as independent as possible at home, vocationally, at school and within the community is directly related to functional independence in multiple environments. The primary goal is to ensure students develop independent functioning related to these areas.
The multi-needs program serves students with significant physical, medical and/or intellectual disabilities. The program focus is in the areas of communication, independent living skills, leisure skills, functional academics, fine/gross motor skills, and social skills. Goals and expectations are individualized for each student dependent on their needs, abilities, and IEP goals.
Maine Township Transition Program
We are an educational community dedicated to transitioning young adults with diverse abilities into adulthood. The program is designed to further the educational opportunities of District 207 students in special education who have completed the requirements for their high school diploma and need assistance transitioning from high school to adult life.
- Promote independence in transitioning to adult living activities.
- Introduce students to vocational experiences and increase independent living skills.
- Provide families and students with resources that support the transition into the community and/or adult services.
While the appropriateness of this program for each potential candidate is considered on an individual basis, the following guidelines are used in the process of determining candidate eligibility:
- Student has met graduation requirements.
- Student demonstrates educational needs in the areas of daily living skills, vocational training and community development.
- The IEP team has made the decision that the student is prepared to leave the standard curriculum and participate in a program focused on transition.
Upon entry into the transition program, students will remain in the program until they accept their diploma, have reached the day before their 22nd birthday, or exited as supported by IEP team recommendations.