Curriculum Continuum Serving Students with Disabilities, TK–12
Functional Skills Applied Skills Multilevel Curriculum General Education
Emphasis on skills that are used in daily activities within the domestic, community, recreation, vocational, and core focus areas. Curriculum and lesson plans for these courses are based on alternate standards. Emphasis on basic academic skills as well as functional and daily/independent living skills. Enrollment in an applied course may be paired with the general course enrollment. Emphasis on general education standards with modifications and/or accommodations to the curriculum. These courses address the same standards and/or outcomes as those in the general education course of study. Enrollment in a multilevel course must be paired with the general education course enrollment. Emphasis on general education standards. To the maximum extent possible, students with disabilities must be educated in the regular classroom. Options for special education support include co-teaching, collaboration, and/or consultation. If a student is to receive Specialized Academic Instruction (SAI) support in general education, this must be documented on the student’s IEP.

Student Profile:

  • Moderate/severe disabilities
  • Students enrolled are on-track to receive a Certificate of Completion
  • Students receive elective course credit

Student Profile:

  • Moderate/severe disabilities
  • Students enrolled are on-track to receive a Certificate of Completion
  • Students receive elective course credit

Student Profile:

  • Mild/moderate disabilities
  • Students enrolled are on-track to receive a diploma
  • Students in grades 9–12 receive elective credit toward graduation

Student Profile:

  • Mild/moderate disabilities
  • Students enrolled are on-track to receive a diploma
  • Students in grades 9–12 receive subject-area credit toward graduation
Course success evaluated through the IEP process.
Students in grades 9–12 receive elective credit.
Goal is Certificate of Completion. 		  Content mastery assessed in relation to course standards or outcomes, or the IEP process.
Graduation goal is a diploma. 		 

Overview:

Based on assessed needs, students with moderate to severe disabilities that require this intensive level of support have not shown progress in general education, even with significant accommodations and modifications to the curriculum.

Overview:

Based on assessed needs, students with moderate to severe disabilities that require this level of support need modifications in order to access the general education curriculum. Applied courses can be stand-alone or can be paired with a general education course, depending on the student.

Overview:

Based on assessed needs, students with mild to moderate disabilities that require this level of support are working on general education standards and require significant accommodations. They are concurrently enrolled in a general education course that corresponds to the multilevel course.

Overview:

Students with mild to moderate disabilities should first be provided with reasonable accommodations in general education. Students may not require the intensive support offered in a multilevel course.