School Based Integrated Programs & Itinerant Services

Special Education Services for Students with Emotional Disturbance

  • Pre-Referral
  • Referrals and Assessments                       
  • Inclusion
  • 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

  • Resource
  • Learning Handicapped

Resource
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.

Learning Handicapped
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

  • Resource
  • 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 ensures that individual education plan meetings are held and out of date plans are brought back into compliance while the students are receiving our services. 


Administrative Staff for Above Programs:

Saundra Day, Director III
(209) 541-2218
sday [ahtsym] stancoe [dhotsym] org
 
Maci Anderson, Administrative Assistant III
(209) 541-2203
manderson [ahtsym] stancoe [dhotsym] org
 
Katie Lewis, Director I
(209) 541-2315
klewis [ahtsym] stancoe [dhotsym] org
 
Erica Anderson, Program Support Secretary
(209) 567-4759
eanderson [ahtsym] stancoe [dhotsym] org
 
Julie Wright, Program Specialist
(209) 541-2220
jwright [ahtsym] stancoe [dhotsym] org
 

Behavior Support Services

  • Itinerant Board Certified Behavior Analysts

Behavior Support
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, Prescision 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.

       

 

Darci Andres' Autism Class, Dena Boer School 2-4 grade.  Special Olympics at John F. Kennedy, April 2018.


School Inclusion Support Services

  • Autism
  • Severely Handicapped Inclusion
  • Other Developmental or Learning Disabilities

Inclusion Support (Autism, Severely Handicapped Inclusion, 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 general education class settings. These services include interventions for positive behavior support, academic learning strategies, social skills development, and language development based on the student’s needs and determined by the IEP.  Our inclusion team works with the local districts to provide weekly services that are based on student needs.  The support staff working with students in the inclusive settings provides assistance through positive behavior support implementation, curriculum modification, consultation, training and instructional strategies to assist students in receiving benefit from the least restrictive environment.

                                                 


Administrative Staff for Above Programs:

Krissy Zapien, Director II
(209) 541-2215
kzapien [ahtsym] stancoe [dhotsym] org
 

Iliana Maratty, Administrative Assistant I
(209) 541-2214
imaratty [ahtsym] stancoe [dhotsym] org (imaratty@stancoe.org)

Vacant, Program Specialist
(209) 541-2204
 
Phillip Alexander, Senior Behavior Support Program Assistant (BSPA)
(209) 541-2202
palexander [ahtsym] stancoe [dhotsym] org

For specific Special Education Programs and phone numbers, please click below:

2017-2018 Special Education Organizational Chart


SPECIAL EDUCATION CALENDARS

2017-2018 SCOE Autism SDC (Empire, Stroud, Hughes) Calendar
2017-2018 SCOE Autism SDC (Chrysler/Prescott) Calendar
2017-2018 SCOE Autism SDC (Mesa Verde/Cardozo)
2017-2018 SCOE Autism SDC (Sisk/Dena Boer) Calendar
2017-2018 SCOE Salida School Union (SMS, Sisk ED)
2017-2018 SCOE School Inclusion Support Calendar
2017-2018 SCOE Stanislaus Union/Prescott ED Calendar
2017-2018 SCOE Sylvan/Woodrow/Ustach ED Calendar

2018-2019 SCOE Autism SDC (Empire, Stroud, Hughes)
2018-2019 SCOE Autism SDC (Chrysler, Prescott)
2018-2019 SCOE Autism SDC (Mesa Verde, Cardozo)
2018-2019 SCOE Autism SDC (Sisk)
2018-2019 SCOE Salida School Union (SMS ED, Sisk ED)
2018-2019 SCOE Stanislaus Union (Prescott ED)
2018-2019 SCOE Sylvan (Woodrow ED, Ustach ED)


 

Program Goals 

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.
 

 

SCOE Provides 

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. 

 

Mission Statement

Mission Statement 

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.

Vision Statement 

Our impact on individuals with disabilities and their families will provide independence, opportunity and hope for the future.

Key Contacts

Saundra Day
Saundra Day
Director III
Katie Lewis
Katie Lewis
Director I
Julie Wright
Julie Wright
Program Specialist
Krissy Zapien
Krissy Zapien
Director II

Frequently Asked Questions

What is Special Education?

Special Education is instruction that is specially designed to meet the unique needs of children who have disabilities.

I am concerned with my child's development, who do I contact for an assessment for my child who is 0-3 years old?

Call Valley Mountain Regional Center (VMRC), Early Start Station for an assessment.  (209) 529-2626

I am concerned with my child's development, who do I contact for an assessment for my child who is 3 to 5 years old?

 Call your school district's Special Education office.

What school district do I live in?

You can find out the name of your school district by going to this website and putting in your home address.  http://www.greatschools.org/school-district-boundaries-map/

I am interested in enrolling my child in preschool, do you have any preschools that you can recommend?

You can contact Child & Family Services for assistance in finding preschool programs.  (209) 238-6300 or (209) 238-1800

My child is having difficulty in school. How do I get him assessed?

Contact your school district's Special Education Department.

What are the age groups served at John F. Kennedy JFK) School?

Ages 5-22

What population is served at JFK?

 We serve the Severely Handicapped Behavioral population, as well as, the Multiply Handicapped and Medically Fragile populations.

How do I get my child enrolled at JFK?

The district of residence is responsible for making an offer of educational placement for their students.  If a child requires the level of supports provided at JFK, the district representative will contact JFK and invite us to an Individualized Education Program (IEP) meeting to discuss possible placement.  Placement cannot happen through parent request.

Is John F. Kennedy (JFK) a regular school?

 JFK is a public segregated site serving special education students.  We do not have general education students being served on our campus, so we are considered a special education facility.