Psychoeducation Program
TDS attempts to manage behavior and
facilitate behavioral changes through a process of social reinforcement, including
rewards, positive recognition and goal setting. All students are assigned to a team of up
to nine students that is co-lead by a teacher and a social worker. In each morning team
homeroom, daily point sheets are filled in with two individual IEP goals in addition to
the Six Character Cornerstones. Students carry their point sheet and are evaluated in each
of their six class periods. At the end of the week the point sheets are tallied and are
used in a team Levels meeting to decide which level and corresponding privileges a student
is eligible.
Students are able to earn credits toward a standard high school
diploma or work toward an IEP diploma. Course credit is awarded based on 140 clock hours
of instruction. Opportunities to mainstream are available once a student has demonstrated
consistency in academic investment and behavior. Initially, a student mainstreams to
public school on a part day basis. During the course of the quarter consistent contact is
maintained to evaluate the student's adjustment and progress. This information is then
used to plan the student's full return to public school.
Academic instruction and specialized activities for students in
grades 7 -12 include:
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Science |
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English |
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Mathematics |
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Social Studies |
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Physical Education |
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Career Education |
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Computer Literacy |
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Drivers Education |
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Individual Counseling |
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Educational Testing and Counseling |
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Prevocational Guidance |
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Health and Drug Education |
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Speech/Language Screening and/or Therapy |
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Social Learning Development Groups |
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Personal Growth activities: Art, Music, Cooking, Team Sports, Crafts, School Paper, etc. |
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Classes are structured to help students develop the skills they
need to succeed in a less restrictive environment, such as:
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Setting academic and behavioral goals for themselves |
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Developing organizational skills and effective work habits |
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Expressing their feelings, needs and wants in a direct and appropriate way |
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Staying task focused without teacher intervention |
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Using the teacher as a resource for their learning |
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Initiating conversations with staff and peers |
Counseling is a primary and integral part of the school day.
The Social Workers conduct individual counseling sessions, social learning
development groups and a specialty group. The individual sessions are intended to
explore the needs unique to each student. Whereas group counseling provides the
opportunity to share concerns with peers and to understand and cope with various
social and emotional situations, particularly as they occur in the
classroom. Students are assisted in identifying specific problems and appropriate
alternatives for solving these problems to assist the student in becoming more
available for learning.
Crisis intervention counseling is also available as needed.
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