Department Video
Description
Our program provides a functional and modified curriculum, with instruction focused on daily living skills, vocational skills, community-based instruction, sensory and functional math, reading, social studies, and science, as well as adaptive classes such as PE, Music, and Drama. Our students receive course credits for their classes and upon completion of high school, will receive a high school diploma.
Our curriculum is linked to the Common Core Essential Elements: specific statements of knowledge and skills linked to the grade-level expectations identified in the Common Core State Standards. The purpose of the Essential Elements is to build a bridge from the content in the Common Core State Standards to academic expectations for students with the most significant cognitive disabilities.
Enrollment
Placement for low-incident cluster programs is determined by the Office of Diverse Learners Supports and Services (ODLSS) and based on factors such as distance from student’s home and student openings.
Contact Information
- Instructional Transition Services: ODLSStransition@cps.edu
- Travel Training Services: TravelTraining@cps.edu
- DRS Referral Supports: DRSreferrals@cps.edu
Programs
Program for Students Requiring a Significantly Modified Curriculum with Moderate Supports is indicated for students in grades K-12+ who require a significantly modified curriculum with moderate supports in a separate classroom from general education peers for the majority of the school day (over 61% of the day). Instruction is based on evidence-based strategies requiring one-to-one instruction with small group reinforcement of skills. Students who require this cluster setting are the students with the most significant cognitive disabilities (typically associated with an IQ below 55 and at or above 40) that exist concurrently with impairments or deficits in adaptive functioning.
Program for Students Requiring a Significantly Modified Curriculum with Intensive Supports indicated for students in grades K-12+ who require a significantly modified curriculum with intensive supports in a separate classroom from general education peers for the majority of the school day (over 61% of the day). Instruction is based on evidence-based strategies requiring one-to-one instruction with small group reinforcement of skills. In addition, the students’ instruction includes a focus on adaptive living and independent living skills, which may require support from related service staff and/or paraprofessional staff. Students who require this cluster setting are the students with the most significant cognitive disabilities (typically associated with an IQ below 40) that exist concurrently with impairments or deficits in adaptive functioning.