Justice Page Middle School Special Education
Special Education services for students with identified disabilities are available to students in areas mandated and guided by laws, rules, and regulations. Students do not register for these services or programs. The services a student receives are determined through a formal individual evaluation process or are planned with parents as a continuation of needed services identified prior to enrolling at Justice Page Middle School. Programs include: ASD, DCD, EBD, Resource, and SchoolBased.
- AUTISM SPECTRUM DISORDER (ASD) PROGRAM The Autism program provides structured, individualized programming; communication and social skills training; positive behavioral programming; educationally-based sensory activities as appropriate; and inclusion with mainstream peers and activities for students on the autism spectrum. Curricula will be selected based on individual need, state standards, and the curriculum being used in the general education. Students range from full inclusion to a functional skills model. When in the mainstream, there may be additional adult support to help with social/communication skills, answer questions, make sure students are on-task, engaged and generally understanding the curriculum.
- DEVELOPMENTAL COGNITIVE DISABILITIES (DCD) PROGRAM The Developmental Cognitive Disabilities program is designed for students who have needs that require more intensive special education services than can be provided in Federal Setting I or II. Students in this program must qualify for one of the following disability designations according to Minnesota State Criteria: Developmental Cognitive Disability (DCD) or Severely Multiply Impaired (SMI). Program components include: instruction in daily and independent living; communication; community participation; recreational and leisure; and work and work-related skill development.
- EMOTIONAL BEHAVIORAL DISORDER (EBD) PROGRAM The Emotional Behavioral Disorder (EBD) is a Federal Setting III Special Education program for students who need support with social skills and self-regulation. Federal Setting III students spend at least 60% of their day with special education staff. The EBD program provides individualized programming for academic and behavioral needs. Inclusion and participation with general education peers are encouraged when appropriate. When in the mainstream, there may be additional adult support to help with social/communication skills, answer questions, and to make sure students are on-task, engaged and generally understanding the curriculum. This program focuses on social emotional direct instruction and learning.
- RESOURCE PROGRAM Our Resource program provides students with special education services to best meet each student’s needs as prescribed in his or her IEP: collaborative and consultative special education support for students in general education classrooms, supplemental instructional support in a special education classroom, and/or core instruction in a special education classroom. Curricula will be selected based on individual student need, state standards and the curriculum being utilized in the general education setting. Special care is provided in the transitions from elementary to middle school and from middle school to high school.
- SCHOOL-BASED PROGRAM
School Based Programming is for students who
have been identified as eligible for special
education services and in need of support for social,
emotional, and behavioral health. School based
programming is created to serve students of multicategorical disabilities including EBD
(Emotional/Behavioral Disorders), SLD (Specific
Learning Disabilities), OHD (Other Health
Disabilities), ASD (Autism Spectrum Disorders), and
other disorders that impact social/emotional
health/learning. Students can access services in
both general education and special education
classrooms with the supports of a licensed special
education teacher and Special Education Assistants.
Students do not require a specific federal setting to
access the services, this program was created to
increase the capacity of MPS schools to better
support students with social/emotional needs.
