Sector

This program is a cross-categorical, language-based program for children ages 3 – 5. The small group setting (between 6 – 8 children) has morning and afternoon sessions and is 2 ½ hours per day. An Early Childhood teacher facilitates and prepares activities for the class. Academics and therapies (speech/language, occupational therapy, physical therapy, social work, etc.) are delivered in small and large group situations. Activities are presented through play utilizing a developmentally appropriate curriculum.

SEDOL also provides specialized Early Childhood programs for students who present characteristics of autism spectrum disorders, physical and multiple impairments, emotional and behavioral disorders, hearing impairments, and more significant cognitive delays. Skills presented in this program focus on a modified curriculum based on the Illinois Early Learning Standards.

Instruction within the program focuses on social communication skills, self-regulation, understanding social behaviors, executive functioning and school readiness in a structured and visual environment.

Ongoing communication with parents is key to LASSO EC success. Teachers utilize daily notes, phone calls, emails, and/or other types of communication that work best for parents.

The students in LASSO EC benefit from the use of a Discrete Trial model and a modified “Zones of Regulation” model which rely on the embedded use of visuals and concrete instruction for social emotional learning.

Students in LASSO EC display deficits in receptive language abilities which require that visuals be an integral part of daily instruction.

Program Supports & Services:

This program is a cross-categorical, small-group instructional setting for students in grades 1-8. The program is structured to meet the needs of students with moderate to severe cognitive needs and those who require a curriculum that focuses on functional life skills (i.e., vocational, domestic, self-care) and adaptive behaviors.

Opportunities are provided within the community to practice skills taught within the educational setting. Skills presented in this program focus on a modified curriculum based on Illinois Learning Standards that incorporates life skills. Instruction and therapies (speech/language, occupational therapy, physical therapy, social work, etc.) are available in small and large group situations and delivered based on individual needs. These classrooms are in public school buildings with integration into the general education program as appropriate.

Instruction within the program focuses on social communication skills, self-regulation, understanding social behaviors, executive functioning and functional academics/Life Skills.

Program Supports & Services:

The Language and Social Skills Opportunities program is a SEDOL program that has been designed for those students in 4th-8th grades who exhibit characteristics of high functioning Autism (formerly Asperger's Syndrome) and have the potential to benefit from exposure to mainstream curriculum concepts and methods.

The LASSO 1 program follows the SEDOL Standard Assessment Plan for Math and ELA.

Social skills instruction is based primarily on Michelle Garcia Winner’s Social Thinking curriculum and Leah Kuypers Zones of Regulation. Instruction in these areas is integrated throughout the school day allowing students to gain the skills they need to be successful (with support as required) within the regular education setting.

Students receive instruction and practice in social skills as part of the daily classroom routine as well as through small groups and one on one sessions. Counseling services, speech services and occupational therapy services are integrated into the LASSO 1 program. Students receive support in these areas as necessary, even if they don’t have the related service listed on their IEP.

Students referred for this program generally require a small, structured academic setting with opportunities for supported integration into regular education classes. The LASSO 1 program, located in Millburn Elementary and Woodland Middle schools, allows students to attend academic classes, lunch, art, PE, music, etc. in the mainstream environment as suits their abilities.

Student characteristics include, but are not limited to:

• Awkwardness in social communication skills, particularly nonverbal communication
• Difficulty “reading” social behaviors
• Difficulty understanding the perspectives of others or seeing others’ points of view
• A preference for social predictability
• A tendency towards specific, intense interests that interfere with other aspects of life
• Difficulty with organization and other executive functioning abilities
• Difficulties with self-regulation including arousal, attention, affect, and activity. (Students in the program do not typically display physically aggressive behavior as a result of sensory or emotional dysregulation.)
• Marked verbosity
• A relative strength in cognitive and academic skills.
• Difficulty transitioning between activities especially moving on from preferred activities
• Inability to adapt to unpredictable changes in schedule or routine
• Emotional and/or sensory needs

Instruction within the program focuses on social communication skills, self-regulation, understanding social behaviors, executive functioning and academics.

Program Supports & Services:

The Language and Social Skills Opportunities 2 program is a SEDOL program that has been designed for those students in kindergarten through eighth grades who exhibit characteristics of Autism. LASSO 2 strives to meet each student’s unique and individual needs through a highly visual and structured environment.

A LASSO 2 student can be successful in a specialized class that is housed in a general education school building.  Instruction in this program focuses on communication, socialization, supported behavior regulation and alternate instruction.

Instruction within the program focuses on social communication skills, self-regulation, understanding social behaviors, executive functioning and academics through the use of a modified curriculum in a structured and visual environment.

Skills taught within the LASSO 2 program include: School Readiness Skills

Ongoing communication with parents is key to LASSO 2 success. Teachers utilize daily notes, phone calls, emails, and/or other types of communication that work best for parents.

The LASSO 2 program follows the SEDOL Alternate Assessment Plan for Math and ELA.

The students in LASSO 2 benefit from the use of a Discrete Trial model and a modified “Zones of Regulation” model which rely on the embedded use of visuals and concrete instruction for social emotional learning.

Students in LASSO 2 display deficits in receptive language abilities which require that visuals be an integral part of daily instruction.

Students referred for this program generally require a small, structured academic setting with opportunities for supported integration into regular education classes. The LASSO 2 program, located in various schools around the county, allows students to attend lunch, art, PE, music, etc. in the mainstream environment as suits their abilities, strengths, and needs.

Program Supports & Services:

The Teaching Appropriate Behaviors (TAB) Program is designed to teach appropriate classroom social behavior, new academic skills, and reduce behaviors which prevent learning from occurring.  The goal of the program is to prepare students to return to a regular education classroom.  The program provides a variety of academic and social experiences in order to promote positive interaction skills with both peers and adults. 

The TAB program follows the SEDOL Standard Assessment Plan for Math and ELA.

Students receive instruction and practice in social skills, self-regulation and strategies as part of the daily classroom routine.  Counseling services, speech services and occupational therapy services are integrated into the TAB program. Students receive support in these areas as necessary, even if they don’t have the related service listed on their IEP.

Students referred for this program generally require a small, structured academic setting with opportunities for supported integration into regular education classes. The TAB program allows students to attend academic classes, lunch, art, PE, music, etc. in the mainstream environment as suits their abilities.

Student characteristics include, but are not limited to:

• The student is eligible to receive Special Education Services per his/her FIE. 
• Data (observable/measurable) showing behavior in the general education setting is negatively affecting the progress of the student and/or others.
• Data (observable/measurable) showing the Functional Behavior Assessment and interventions from the Behavior Intervention Plan, when implemented in the general education classroom, has not been successful.
• The student's overall IQ is in the low average - above average range.
• The student is capable of attending “Special Classes” in the general education environment successfully with appropriate supports.
• Student is able to attend “Special” general education classes (i.e. Art, Music, PE, Technology) and general education lunch/recess with accommodations at the beginning of his/her enrollment.
• The student has two or less physical aggression or elopement behaviors per month.

Instruction within the program focuses on academic rigor while addressing self-regulation, understanding social behaviors, executive functioning, and strategies to maintain regulation.

Written updates are sent home to parents daily in the form of a behavior sheet. Staff maintain a communication log that summarizes the behavior sheet. Phone calls and emails are utilized as needed to build and maintain the student's team. Parents are encouraged to become an active part of the team, making the home and school united. 

Program Supports & Services: