Resource Center

Resource Services

• Regular individualized progress reviews of the student’s IEP by the resource teacher
• Frequent communication between the resource teacher and the student’s other teachers
• Activities and learning exercises designed to remediate the student’s weaknesses
• Assistance with organization
• Regular contact and monitoring by school staff to help the student improve work habits
• The opportunity to receive academic support in a small environment

Learning Strategies Resource Program

The Learning Strategies Resource Program combines the core resource services and a classroom focus directed toward developing study skills, test-taking strategies, and self-determination skills.  Students commonly take the daily learning strategies resource class during ninth and tenth grades in order to develop skills they will need to be more independent during eleventh and twelfth grades.  Students take the class in a separate special education classroom that is taught by a certified special education teacher.

Students attend the Learning Strategies resource class each day.  Half of each class period is directed toward developing techniques to increase a student’s ability to function more independently in the future.  The other half of the class provides a more traditional resource class experience during which students may work on their IEP goals and receive assistance with school assignments.  Students receive a quarter credit each semester for participating in the Learning Strategies resource class.

During the first year of the Learning Strategies resource class, students develop skills for adjusting to high school, developing organizational skills, setting short-term personal goals, improving communication skills with other students and teachers and accessing technology.  The second year of the Learning Strategies resource class is directed toward developing reading comprehension strategies, improving vocabulary strategies, and using memorization and study techniques.  The second year also includes opportunities for students to investigate possible career and vocational interests.

If students successfully develop the techniques and methods reviewed in the Learning Strategies class during their first two years, students may not require a daily resource period during their last two years.  The Learning Strategies resource class helps students gain the skills needed to be more independent for the last two years of high school and to develop a plan for what they might like to pursue following graduation from high school.

Students whose behaviors prevent them or others from learning may require behavioral interventions.  Every effort is made to provide supportive and non-restrictive interventions prior to using more restrictive interventions and techniques.  A student may be considered for a behavioral intervention plan if the student’s behavior presents a regular pattern of disruption, negative impact on the learning environment or need for support, supervision or removal.

While each resource class provides a smaller supportive environment designed to be encouraging, students are responsible for using the strategies and techniques presented to them.  The services provided in the resource class can be successful if the student exhibits the behaviors described below.  

• Take part in understanding the IEP, particularly the goals and objectives.
• Help the teacher to identify and understand academic strengths, weaknesses and areas that need assistance.
• Be prepared for classes.  Have the necessary books, pens, pencils, paper, notebooks and assignments at every class.
• Go to every class every day and on time.
• Ask the teacher for help, extra time, or other assistance when needed.
• Inform the teacher if any academic subject or skill area is particularly difficult.
• Use the learning strategies that are taught.
• Communicate with teachers and teacher assistants.
• Assume responsibility for his or her academic performance and behavior.

Life Strategies Resource Program

The Life Strategies Resource Program combines the core resource services and a classroom focus directed toward developing self-awareness, identify and build on personal strengths, improve relationship skills, improve communication skills, and create possible career plans.  Students commonly take the daily Life Strategies resource class during ninth and tenth grades in order to develop skills they will need to be more independent during eleventh and twelfth grades.  Students take the class in a separate special education classroom that is taught by a certified special education teacher.

Students attend the Life Strategies resource class each day.  Half of each class period is directed toward developing techniques to increase a student’s ability to function more independently in the future.  The other half of the class provides a more traditional resource class experience during which students may work on their IEP goals and receive assistance with school assignments.  Students receive a quarter credit each semester for participating in the Life Strategies resource class.

During the first year of the Life Strategies resource class, students develop skills for adjusting to high school, improving organizational skills, setting short-term personal goals, improving communication skills with other students and teachers and keeping up to date with classroom assignments.  In addition, the Life Strategies class is designed to help students identify their personal strengths and weaknesses, develop greater awareness of their emotional reactions, improve their ability to solve problems, and develop the ability to access help.  The second year of the Life Strategies resource class is directed toward identifying the student’s short and long term goals, examining potential career and vocational possibilities, understanding the consequences of dangerous behaviors, and using strategies to solve personal and interpersonal problems.

If students successfully develop the techniques and methods reviewed in the Life Strategies class during their first two years, students may not require a daily resource period during their last two years.  The Life Strategies resource class helps students gain the skills needed to be more independent for the last two years of high school and to develop a plan for what they might like to pursue following graduation from high school.

Students whose behaviors prevent them or others from learning may require behavioral interventions.  Every effort is made to provide supportive and non-restrictive interventions prior to using more restrictive interventions and techniques.  A student may be considered for a behavioral intervention plan if the student’s behavior presents a regular pattern of disruption, negative impact on the learning environment or need for support, supervision or removal.

While each resource class provides a smaller supportive environment designed to be encouraging, students are responsible for using the strategies and techniques presented to them.  The services provided in the Life Strategies Resource Program can be successful if the student exhibits the behaviors described below. 

• Take part in understanding the IEP, particularly the goals and objectives.
• Help the teacher to identify and understand academic strengths, weaknesses and areas that need assistance.
• Be prepared for classes.  Have the necessary books, pens, pencils, paper, notebooks and assignments at every class.
• Go to every class every day and on time.
• Ask the teacher for help, extra time, or other assistance when needed.
• Inform the teacher if any academic subject or skill area is particularly difficult.
• Use the learning strategies that are taught.
• Communicate with teachers and teacher assistants.
• Assume responsibility for his or her academic performance and behavior.

Learning Disabilities Resource Program

The Learning Disabilities Resource Program provides supplementary aids and academic supports in a separate special education classroom to students whose disabilities prevent them from succeeding independently without regular contact from a special education resource teacher.  The services are delivered in a small, supportive educational environment designed to help the student improve academic skills and confidence, to identify and draw on the student’s strengths and to remediate learning deficits identified in the student’s IEP.  Most commonly, students are considered for the Learning Disabilities Resource Program after having completed two years of the Learning Strategies Resource Program.

Students whose behaviors prevent them or others from learning may require behavioral interventions.  Every effort is made to provide supportive and non-restrictive interventions prior to using more restrictive interventions and techniques.  A student may be considered for a behavioral intervention plan if the student’s behavior presents a regular pattern of disruption, negative impact on the learning environment or need for support, supervision or removal.

While each resource class provides a smaller supportive environment designed to be encouraging, students are responsible for using the strategies and techniques presented to them.  The services provided in the resource class can be successful if the student exhibits the behaviors described below.

• Take part in understanding the IEP, particularly the goals and objectives.
•  Help the teacher to identify and understand academic strengths, weaknesses and areas that need assistance.
•  Be prepared for classes.  Have the necessary books, pens, pencils, paper, notebooks and assignments at every class.
•  Go to every class every day and on time.
•  Ask the teacher for help, extra time, or other assistance when needed.
• Inform the teacher if any academic subject or skill area is particularly difficult.
•  Use the learning strategies that are taught.
•  Communicate with teachers and teacher assistants.
•  Assume responsibility for his or her academic performance and behavior.

Resource Service Center

Students whose progress and success in the academic program indicate that they can independently manage academic requirements and who no longer require the supportive services of a formal resource program may be considered for the Resource Service Center.  The Resource Service Center is a small, quiet environment where students may be provided the opportunity to take or complete tests and exams, to have access to a reader, or to receive assistance with general classroom assignments.  The Resource Service Center is available every period of the school day and students may access the supportive services without the formality of having to report to a specific classroom on a daily basis.  The support provided in the Resource Service Center allows students the opportunity to access support services on an independent basis, similar to the manner that students might access services in college.

Students whose behaviors prevent them or others from learning may require behavioral interventions.  Every effort is made to provide supportive and non-restrictive interventions prior to using more restrictive interventions and techniques.  A student may be considered for a behavioral intervention plan if the student’s behavior presents a regular pattern of disruption, negative impact on the learning environment or need for support, supervision or removal.

While each resource class provides a smaller supportive environment designed to be encouraging, students are responsible for using the strategies and techniques presented to them.  The services provided in the Resource Service Center can be successful if the student exhibits the behaviors described below. 

• Take part in understanding the IEP, particularly the goals and objectives.
• Help the teacher to identify and understand academic strengths, weaknesses and areas that need assistance.
• Be prepared for classes.  Have the necessary books, pens, pencils, paper, notebooks and assignments at every class.
• Go to every class every day and on time.
• Ask the teacher for help, extra time, or other assistance when needed.
• Inform the teacher if any academic subject or skill area is particularly difficult.
• Use the learning strategies that are taught.
• Communicate with teachers and teacher assistants.
•  Assume responsibility for his or her academic performance and behavior.