Communication

The communication preschool program is designed to immerse students in a language 

rich setting to address communication delays. The program is co-taught by a speech language pathologist and a special education teacher. Students attend this program 2 days a week for 2.5 hours per session. Sessions are targeted to address language (expressive, receptive, and conversational skills) and phonology (articulation) delays.The communication preschool program may be offered to students with fine or gross motor delays who attend drop in motor services outside of the communication preschool class at their neighborhood school. This program is offered to students ages 3-5 who are not yet eligible to attend Kindergarten. Community peers attend as peer models.

Developmental

The developmental preschool program is designed to provide specially designed instruction for students with a variety of developmental delays (cognitive, adaptive, social/emotional/behavioral, communication, motor, vision, etc.). Students attend this program 4 days a week for 2.5 hours per session. This program is offered to students ages 3-5 who are not yet eligible to attend Kindergarten. Students access core preschool curriculum with 

Inclusion

The inclusion preschool program is designed to provide specially designed instruction for students with a variety of developmental delays (cognitive, adaptive, social/emotional/behavioral, communication, motor, vision, etc.). Students attend this program 4 days a week for 2.5 hours per session. This program is prioritized for students who will be transitioning to Kindergarten within a year but are not yet eligible to attend Kindergarten. Students access core preschool curriculum with accommodations and modifications. Community peers attend as peer models.

Elementary

Resource

Students in the elementary resource program participate in the general education curriculum. Accommodations and/or modifications are provided based on individual needs in all qualifying areas. Students may also access supplementary materials but do not typically require alternate curriculum. Instruction is provided in small groups or individually in a variety of settings (general and special education). Students access the SBA with or without embedded and/or designated supports and are often able to access the general education classroom with minimal adult support. 

Connections

This program is designed to be a flexible setting between general education and the Connections classroom for students with Autism or other characteristics often associated with Autism. Students’ primary instructional needs are in social communication (understanding of rules and social norms, non-verbal cues, conversational turn taking), self-regulation (sensory, emotional, behavioral), and executive functioning (visual schedules and/or supports, organization of materials). Students have near average to above average cognition. Most students are capable of accessing core curriculum at or near grade level and may need additional services. Program paraeducators typically support students for some of their time in the general education setting with the goal of building student academic independence and intentional fading of support. Students in the Connections program participate in the SBA assessment and other curriculum-based assessments. WA-AIM is not appropriate for students in Connections. 

MBSC

Mukilteo Behavior Support Center (MBSC) is designed to be a flexible setting between general education and the MBSC Classroom for students with significant social, emotional, and behavioral needs (high levels of frequency, intensity, and duration). Students’ primary instructional needs are in externalizing behaviors (frequent physical aggression, elopement, significant property destruction), self-regulation (behavioral, emotional, and sensory), and social skills (application of rules and social norms, peer and educator interactions). All students in the MBSC require a Functional Behavior Assessment and the development of an individualized Behavior Intervention Plan prior to being recommended for the program. Students have near average to above average cognition. Most students are capable of accessing core curriculum at or near grade level and may need additional services. Program paraeducators typically support students for some of their time in the general education setting with the goal of building student academic and behavioral independence and intentional fading of support. Students in the MBSC program participate in the SBA assessment and other curriculum-based assessments.  WA-AIM is not appropriate for students in MBSC.

Lighthouse

Lighthouse is a flexible program for students with moderate global delays. Students’ primary instructional needs are in communication (sustaining and initiating communication with adults and peers to access academic language), social skills (self-regulation, peer interactions, and sustained participation in group settings), and adaptive (visual schedules, following single to multi-step directions, and developing school routines). Students have cognitive delays which result in the need for instruction using modified, off-grade level, and/or alternate curriculum. Instruction in the Lighthouse classroom is often provided in groups of 6-8 students targeting academic skills with visual support at an adjusted pace with opportunities for repetition. Program paraeducators typically support students in the general and special education settings with the goal of building student academic independence and intentional fading of support. Students in the Lighthouse program participate in the SBA assessment; some students in Lighthouse access the WA-AIM alternate assessment. 

Structured

Structured is a program for students with Autism or other characteristics often associated with Autism who require predictable routines and visually based instruction. Students’ primary instructional needs are in functional communication (functional social interactions, functional AAC use, and applying basic communication to access academics), self-regulation (sensory, emotional, behavioral), and adaptive (visual schedules, following single to multi-step directions, and developing school routines). Students have cognitive delays which result in the need for instruction using alternate or off-grade level curriculum. Instruction in the Structured classroom is often provided individually or in small groups (2-4 students) targeting rote academic skills. Program paraeducators are used to support students in the general and special education settings. Students in the Structured program participate in either the WA-AIM alternate assessment or the SBA assessment. 

Life Academics 

Life Academics  is a structured program designed to meet the needs of students with significant global delays. Students’ primary instructional needs are in functional communication (expressing basic needs and use of foundational AAC), adaptive (toileting, feeding and eating, and functional mobility), and functional academic skills (sensory-based learning activities, participating in class routines, exposure to literacy and math). Students have cognitive delays which result in the need for instruction using individualized alternate curriculum. Instruction in the Life Academics  classroom is often provided individually or in small groups of 2-3 students targeting functional academic skills and adaptive school routines. Program paraeducators support students throughout the school setting with the goal of building social and community interactions to support quality of life. Students in the Life Academics  program participate in the WA-AIM alternate assessment.

Highly Structured

Highly structured is a program for students with Autism or other characteristics often associated with Autism who require intensive support and visual based instruction. Students’ primary instructional needs are in functional communication (social interactions, foundational use of AAC), self-regulation (sensory, emotional, behavioral), and adaptive (visual schedules, following single to multi-step directions, and developing school routines). Students have cognitive delays which result in the need for instruction using alternate curriculum. Instruction in the Highly Structured classroom is often provided in groups of 1-2 students targeting functional academic skills and vocational skills. Program paraeducators support students in the general education setting with the goal of building social interactions. Students in the Highly Structured program participate in the WA-AIM alternate assessment.

Secondary

Resource

Students in the secondary resource program participate in the general education curriculum with grade-level standards based content. Accommodations and/or modifications to curriculum are provided based on individual needs in all qualifying areas. Students may also access supplementary materials and alternate curriculum in replacement classes. Students access the SBA with or without embedded and/or designated supports and are able to access the general education classroom with a range of staff support.

Connections (MS)

This program is designed to be a flexible setting between general education and the Connections classroom for students with Autism or other characteristics often associated with Autism. Students’ primary instructional needs are in social communication (understanding of rules and social norms, non-verbal cues, conversational turn taking), self-regulation (sensory, emotional, behavioral), and executive functioning (visual schedules and/or supports, organization of materials), which typically occurs during a dedicated class period(s). Students have near average to above average cognition. Most students are capable of accessing core curriculum at or near grade level. Some students may need additional services including access to academic instruction in the resource room. Program paraeducators typically support students for some of their time in the general education setting with the goal of building student academic independence and intentional fading of support. Students in the Connections program participate in the SBA assessment and other curriculum-based assessments. WA-AIM is not appropriate for students in Connections. 

MBSC (MS)

Mukilteo Behavior Support Center (MBSC) is designed to be a flexible setting between general education and the MBSC Classroom for students with significant social, emotional, and behavioral needs (high levels of frequency, intensity, and duration). Students’ primary instructional needs are in externalizing behaviors (frequent physical aggression, elopement, significant property destruction), self-regulation (behavioral, emotional, and sensory), and social skills (application of rules and social norms, peer and educator interactions), which typically occurs during a dedicated class period(s). All students in the MBSC require a Functional Behavior Assessment and the development of an individualized Behavior Intervention Plan prior to being recommended for the program. Students have near average to above average cognition. Most students are capable of accessing core curriculum at or near grade level. Some students may need additional services, including academic instruction in the resource room. Program paraeducators typically support students for some of their time in the general education setting with the goal of building student academic and behavioral independence and intentional fading of support.  Students in the MBSC program participate in the SBA assessment and other curriculum-based assessments.  WA-AIM is not appropriate for students in MBSC.

Lighthouse

Lighthouse is a flexible program for students with moderate global delays. Students’ primary instructional needs are in communication sustaining and initiating communication with adults and peers to access academic language), social skills (self-regulation, peer interactions, and sustained participation in group settings), and adaptive (visual schedules, following single to multi-step directions, and developing school routines). Students have cognitive delays which result in the need for instruction using modified, off-grade level, and/or alternate curriculum. Instruction in the Lighthouse classroom is often provided in groups of 6-8 students targeting academic skills with visual support at an adjusted pace with opportunities for repetition. Program paraeducators typically support students in the general and special education settings with the goal of building student academic independence and intentional fading of support. Students in the Lighthouse program participate in the SBA assessment; some students in Lighthouse access the WA-AIM alternate assessment. 

Structured

Structured is a program for students with Autism or other characteristics often associated with Autism who require predictable routines and visually based instruction. Students’ primary instructional needs are in functional communication (functional social interactions, functional AAC use, and applying basic communication to access academics), self-regulation (sensory, emotional, behavioral), and adaptive (visual schedules, following single to multi-step directions, and developing school routines). Students have cognitive delays which result in the need for instruction using alternate or off-grade level curriculum. Instruction in the Structured classroom is often provided individually or in small groups (2-4 students) targeting rote academic skills. Program paraeducators are used to support students in the general and special education settings. Students in the Structured program participate in either the WA-AIM alternate assessment or the SBA assessment. 

Life Academics 

Life Academics  is a structured program designed to meet the needs of students with significant global delays. Students’ primary instructional needs are in functional communication (expressing basic needs and use of foundational AAC), adaptive (toileting, feeding and eating, and functional mobility), and functional academic skills (sensory-based learning activities, participating in class routines, exposure to literacy and math). Students have cognitive delays which result in the need for instruction using individualized alternate curriculum. Instruction in the Life Academics classroom is often provided individually or in small groups of 2-3 students targeting functional academic skills and adaptive school routines. Program paraeducators support students throughout the school setting with the goal of building social and community interactions to support quality of life. Students in the Life Academics program participate in the WA-AIM alternate assessment.

Highly Structured

Highly structured is a program for students with Autism or other characteristics often associated with Autism who require intensive support and visual based instruction. Students’ primary instructional needs are in functional communication (social interactions, foundational use of AAC), self-regulation (sensory, emotional, behavioral), and adaptive (visual schedules, following single to multi-step directions, and developing school routines). Students have cognitive delays which result in the need for instruction using alternate curriculum. Instruction in the Highly Structured classroom is often provided in groups of 1-2 students targeting functional academic skills and vocational skills. Program paraeducators support students in the general education setting with the goal of building social interactions. Students in the Highly Structured program participate in the WA-AIM alternate assessment.

CBTC

The Community Based Transition Center is a program for students ages 18 through 21 (until 22nd birthday) who require instruction specific to post-secondary pursuits. Students’ primary instructional needs are in vocational opportunities, supported employment, community transportation, and leisure. Students have cognitive delays which result in the need for vocational instruction using alternate curriculum. Instruction occurs in the classroom and community settings. Instruction at CBTC is focused on post-secondary needs for independence and meaningful employment. Program paraeducators are used to support students in vocational settings including in the classroom and at individual job sites. Students in the CBTC program have met all graduation requirements for state testing.