Special Education courses provide specialized special education instruction and support to eligible students. Eligibility is determined by a multi-disciplinary team of professionals including the student, parents and staff. The identification, placement and provision of special education programs and services are governed by both state and federal regulation. Courses are designed to meet individual learner needs and address any exceptional characteristics which interfere with learning. Each eligible student has a written Individual Education Plan (IEP) that specifies goals and short term objectives and their instructional and related services.

Any parent, staff member or student may request a referral for identifying potential special education needs. Requests should be directed to the student’s counselor.

This course is designed to help students identify, develop and strengthen their skills and abilities that will support their efforts to succeed in college and beyond. Topics to be covered may include: exploring what it means to be responsible for individual learning; examining, assessing and building on past learning experiences; identifying and using ways (strategies/methods) of learning that work; learning to navigate the college environment and its resources; and assessing and strengthening reading, writing, listening, speaking and critical thinking skills.

CONSUMER MATH — 1 Unit of credit (This course is offered every other year) Juniors, Seniors
Prerequisite: IEP Team or Instructional Director’s Recommendation

This is a two-semester course that will provide students with the everyday math skills needed to succeed in life. The material covered will include performing calculations for loans, interest, Time Value of Money, and unit cost. Other basic calculations needed to complete various personal finance projects will also be covered. Some of the projects will include compiling an investment portfolio, creating a personal budget, tracking checking and savings accounts, and completing basic tax returns. In order to increase computer literacy and confidence, many of the projects will be completed with the aid of computer software as well as by “traditional methods.” This course fulfills the Consumer Education requirement.

LEARNING RESOURCE CLASS (LRC) —1/4 U nit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This course provides the student with small group structured support and instruction. Instruction takes into account the learning style of each student and addresses the goals and objectives included in each student’s IEP. The student’s IEP determines the balance among instruction, remediation and compensatory skill acquisition. Emphasis is placed on helping each student to exhibit increased independence and self-advocacy. Students are taught cognitive strategies for studying for exams, taking notes, taking tests, memorizing facts and reading for meaning. This course helps students organize their time and materials, monitor attendance and complete homework assignments as needed. The curriculum is tailored to increase each student’s learning and problem solving abilities. The amount of time in the LRC that students are scheduled is determined by the IEP based on need. Students partially enrolled or on a monitor basis less than three days will not receive credit. Freshmen usually are enrolled daily.

SOCIAL ACADEMIC LEARNING PROGRAM (SALP)
SALP provides a positive structured program for students who have experienced difficulty in educational, social, and emotional areas. The SALP's goal is to provide a structure of expectations that effectively balances both positive and negative consequences, as it guides students toward the completion of requirements for their high school diploma and prepares them for appropriate post high school options. The SALP program includes four course options: SALP-LRC, Social Skills, Transitional Math and Transitional English.

LEARNING RESOURCE CLASS (LRC/SALP) — 1/4 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This course provides the SALP students with small group structured support and instruction that takes into account the behavioral needs and learning styles of each student. The course also provides time to address the goals and objectives included in each student's IEP. Emphasis is placed on helping each student increase their independence and self-advocacy as well as managing the emotional and academic challenges they encounter in the high school environment. Students will spend a significant portion of their time developing the behavioral skills needed to be successful. The curriculum will engage students in daily activities that focus on pro-social actions and decisions. Student growth will be recognized as they meet specific exit criteria and move to a traditional Learning Resource Center class.

SOCIAL SKILLS — 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This SALP course teaches age-appropriate social skills in a structured small group format. Lessons emphasize problem solving, cooperation, and positive behavior options. Students will spend time engaged in discussions and activities related to adolescent issues, many of which help students demonstrate progress toward their own specific IEP goals. Each student will be required to create and maintain a portfolio containing samples of their work as well as a journal in which they will reflect on a number of classroom topics. Students are required to participate in classroom activities, community service and extra-curricular activities as well as attend some school-sponsored events.

TRANSITIONAL ENGLISH — 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This course is designed for eligible students who require instruction in a smaller, more structured learning environment to master the curriculum content of English 1, English 2, and English CP courses. Literature includes selected novels from current English Department curriculum as well as other high interest literature. The course is individually structured to improve each student’s listening, reading, speaking and writing skills. There is an emphasis on sentence, paragraph and essay structure as well as vocabulary, grammar and mechanics.

The course goal is to prepare students to be successful in the regular English class. The students are enrolled based on a decision at an IEP conference, either at the start of the year or transferred from a regular English class, during the semester based on emotional and/or behavioral needs. Transfers during the semester are placement changes not level changes. When students meet exit criteria indicating they are able to handle the change in learning environment with success, they will be transferred to a regular section English class.

TRANSITIONAL MATH — 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This SALP course is designed for eligible students who require instruction in a smaller, more structured learning environment to master the curricular content of Math 1 or Math 2, Algebra A, Algebra B, Algebra 1, Plane Geometry or Plane and Solid Geometry. Content mastery expectations and tests are similar to the regular class. The text is the same book that is currently used in the specific regular math course. Students enrolled in Math 1, Math 2 and Algebra A may be required to complete Skills Bank computer units in basic skills.

The course goal is to prepare each student to be successful in the regular Math classroom. The students are enrolled based on a decision at an IEP conference, either at the start of the year or transferred from a regular Math class, during the semester based on emotional and/or behavioral needs. Transfers during the semester are placement changes not level changes. When students meet exit criteria indicating they are able to handle the change in learning environment with success, they will be transferred to a regular section Math class.

SOCIAL OPPORTUNITIES AND ACADEMIC READINESS (SOAR)
SOAR is a program for students who require instruction in a more structured environment. The goal of the program is to provide program options to students who may need more academic and transition services to prepare for post high school opportunities. Students will be enrolled in courses that will meet their individual academic and social needs. Parent meetings will be scheduled to deliver important information for SOAR students’ post high school planning.

APPLIED COMMUNICATION 1 – 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP Team Recommendation

This full-year pre-vocational course provides students with an opportunity to expand pragmatic language and communication skills while exploring post secondary career and education options. Students engage in active and field based learning situations, which require them to apply and expand their practical knowledge in the areas of careers, education, career training, math, money, time, maps and related vocabulary. The correct use of appropriate language is stressed in vocationally relevant situations. This course fulfills the Consumer Education requirement.

APPLIED COMMUNICATION 2 – 1 Unit of credit Freshman, Sophomores, Juniors, Seniors
Prerequisite: IEP Team recommendation

This second full-year course is designed to provide students with additional practice and skill acquisition in pragmatic language and communication skills and applied practical knowledge based on an assessment of their individual needs. As in Applied Communication 1, students are given opportunity to improve communication skills in the context of exploring post-secondary career and education options. This course fulfills the Consumer Education requirement.

DEVELOPMENTAL ENGLISH and DEVELOPMENTAL READING – 1 Unit of credit per class Freshman, Sophomores, Juniors, Seniors
Prerequisite: IEP Team Recommendation

These courses are designed for eligible students who require direct instruction in a smaller, structured learning environment to learn basic skills through a comprehensive literacy curriculum, which directly teaches and applies higher-order thinking skills.

DEVELOPMENTAL MATH – 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP Team Recommendation

This is an individualized math course designed to teach, reinforce and apply basic arithmetic skills and operations. Each student has an opportunity to become more proficient using a computer to master basic math computation and math concepts. The overall goal in this course is to diagnose area(s) of weakness and develop a plan to address each. This course is also designed around meeting the Illinois State Goals. These goals will be addressed in group lessons; one goal will be addressed each quarter; measurement, relationships (algebra), geometry; and data collection (probability and statistics). Students may enroll each year they are eligible.

LEARNING RESOURCE CLASS (SOAR) – ¼ Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP Team Recommendation

This course provides the SOAR students with small group structured support and instruction to meet the academic challenges at Lake Forest High School. This course also provides time to address the goals and objectives included in each student’s IEP. Emphasis is on helping each student increase their independence and self-advocacy as well as develop skills that will be needed as they prepare for post high school planning. This class may be taken twice daily in order to meet all the IEP goals and objectives.

TRANSITIONAL WORK STUDY – 1/2 Unit of credits Juniors, Seniors
Prerequisite: IEP

Transitional Work Study offers special education students the opportunity to earn high school credit for work experiences. The nature of the job experiences would be defined at a multi-disciplinary staffing and be detailed in the student’s IEP. Students could earn up to two credits per year. The amount of credit is determined by the number of hours that a student works. Each work opportunity is operationalized and requires students to work toward the achievement of specific goals outlined in their IEP. The course would be flexible enough to allow the experience to evolve and engage students in different work activities and assume additional responsibility over time.

EDUCATIONAL AND LIFE SKILLS PROGRAM
This program is designed to meet the needs of students with moderate to severe cognitive and communication disorders. There are three courses available to these special students. Students may enroll each year they are eligible.

EDUCATION AND LIFE SKILLS — 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This course is designed to meet the highly specialized and individual IEP needs of students with moderate to severe cognitive and communication disorders in the areas of communication, recreation, daily living skills and community training.

EDUCATION AND LIFE SKILLS/ACADEMIC — 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This course is designed to meet core academic needs of students with moderate to severe cognitive and communication disorders with an emphasis on topics with direct application to daily living.

EDUCATION AND LIFE SKILLS/JOB TRAINING — 1 Unit of credit Freshmen, Sophomores, Juniors, Seniors
Prerequisite: IEP

This course is designed to provide students with moderate to severe cognitive and communication disorders an opportunity to pursue occupational interests. The course offers preparation for the world of work and on-the-job training with a job coach for in-school and field placements.