Special Education

Overview
Special education refers to a range of educational and social services provided by the public school system and other educational institutions to individuals with disabilities who are between birth and 21 years of age.

Special education is designed to ensure that students with disabilities are provided with an environment that allows them to be educated effectively.

Cajon

The Cajon Special Education program has three components: RSP, MS/SDC and MM/SDC. RSP students are mainstreamed into general education courses. These mainstreamed students receive support services from RSP support staff. Within our MS/SDC program, we have four levels of service. Students in levels three and four spend more time off-campus in vocational endeavors.

Curriculum for the MS/SDC program was created by San Bernardino Unified School District. The BASICS is a curriculum framework for students with severe disabilities. The organizational framework for the BASICS is informed by the California Alternative Performance Assessment (CAPA); the alternative for California's Standardized Testing and Reporting (STAR) Program. The MS/SDC program is also supported by a district psychologist.

Areas of Specialization at Cajon

Mild/Moderate Disabilities (M/M)Includes specific learning disabilities; mild to moderate mental retardation; attention deficit and attention deficit hyperactivity disorders; serious emotional disturbance; and authorizes service in grades K-12 and in classes organized primarily for adults through age 22.
Moderate/Severe Disabilities (M/S) Include autism; deaf-blindness; moderate to severe mental retardation; multiple disabilities; serious emotional disturbance; and authorizes service in grades K-12 and in classes organized primarily for adults through age 22.
Visual Imparement (VI) Includes blindness; visual impairment; deaf-blindness; and authorizes service to individuals ages birth through 22.

Types of Specialized Academic Instruction

Specialized Academic Instruction (SAI) is the primary service provided to students who qualify for special education and is available at all San Bernardino City Unified School District school sites. Depending on the particular needs of the student, SAI may include one or more of the following:

Consultation between a special education teacher and general education teacher(s) to assist in providing instructional and assessment adaptations and behavioral interventions, which allow students with special needs to benefit from their general education classes.
Monitoring of students by a special education teacher through appointments, weekly progress reports, and/or school-home communication.
Instructional support provided by a special education teacher or instructional aide to help students with special needs progress in their classes by assisting with the understanding of assignments and information being presented, and modifying work to accommodate students' special needs. Instructional support may be provided in a general education class or separate classroom.
Collaborative/Team teaching in which a special education teacher and a general education instructor teach a class together that includes both general and special education students.

RSP Teachers and Their Information

	Name	Email	Links
	Gibson, Jeremy	Jeremy.Gibson@sbcusd.k12.ca.us
	Maldonado, Rachell	Rachell.Maldonado@sbcusd.k12.ca.us
	Martin, Adalberto	Adalberto.Martin@sbcusd.k12.ca.us
	Samano, Erika	Erika.Samano@sbcusd.k12.ca.us
	Vargas, Adriana	Adriana.Vargas@sbcusd.k12.ca.us
	Williams, Millie	Millie.Williams@sbcusd.k12.ca.us

MM/SDC Teachers and Their Information

	Teacher Name	Email
	Bohrer, Joshua	joshua.Bohrer@sbcusd.k12.ca.us
	Brockington, Casey	Casey.Brockington@sbcusd.k12.ca.us
	Johnson, Hurfretta	Hurfretta.Johnson@sbcusd.k12.ca.us
	Steeman, Justen	Justen.Steeman@sbcusd.k12.ca.us

MS/SDC Teachers and Their Information

Teacher	Class	Aide
	*Level I Class* *(13-15 yrs)* Syllabus
Heather Dana Lozano		Veronica Gutierrez
Heather.DanaLozano@sbcusd.k12.ca.us		Veronica.Gutierrez@sbcusd.k12.ca.us
Students who enter Cajon High School are enrolled in the Level I class for the first 1-2 years or for an assessment period. This class is a campus-based program, designed to meet the needs of new or less independent students. This class focuses on the Basics3 Framework Curriculum, including functional academics, social skills, on-campus beginning vocational skills, and mobility skills in the community. The Level I class is designed to access the community 1 day a week for community-based outings. Students remain in this class until the IEP team determines that they are ready to move into the Level II program.

	*Level II class* *(15-17yrs)* Syllabus
Stephanie Castillo		Danita Moore
Stephanie.Castillo@sbcusd.k12.ca.us		Danita.Moore@sbcusd.k12.ca.us
The Level II class is a campus-based class, continuing to focus on the Basics3 Framework Curriculum, including functional academics, social skills, on-campus vocational skills, mobility skills, and a beginning level off-campus volunteer/work experience training site in the community. The students attend the Level II class for the next 1 to 2 years. The expectations at this level focus on higher independent skills, cooperation, and individual responsibility. The Level II class is designed to access the community 1 to 2 days a week (1 morning for volunteer/work experience and 1 day for community awareness-based outings). Students remain in this class until the IEP team determines that they are ready to move into the Level III program.

	*Transitions* Syllabus
Brian Thies		Jennifer Castaneda
Brian.Thies@sbcusd.k12.ca.us		Jennifer.Castaneda@sbcusd.k12.ca.us
The Level IV class is a campus-based/community-based class, shifting focus to incorporate more off-campus vocational training and independence. The Level IV class continues to focus on The Basics3 Framework Curriculum and basic functional academics as it applies more to the expectations of the community. Students experience an increase in on-campus responsibilities working with Cajon High School staff. Students begin working at community sites, which offer the support and structure required for successful beginning-level job training. The Level IV class is designed to access the community 3 days a week (1 day of volunteer work experience, 1 day of paid work experience, and 1 day of vocational or community awareness-based outings). Students remain in this class until the IEP team determines that they are ready to move into the Level V program

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