Specialized Academic Instruction - Moderate/Severe
Disabilities (M /S) Includes 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.
The students that are in Special Day Class for Moderate to
Severe Disabilities participate in the Basics Curriculum.
ensure students with moderate disabilities have access to the ’s Core, Alternative Core, and
BASICS Curriculum in the context of an integrated environment and
community setting San Bernardino Unified School
provide individualized instruction in academic areas and in the functional
life skill domains of Domestic, Community, Vocational, Recreation and
Leisure, and Functional Academics to ensure that students are prepared to
be contributing citizens.
Description: The Moderate to Severe Program is a placement
that provides intensive instruction and services to pupils when the nature or
severity of their disability precludes full participation in the regular
education program, as specified in an IEP.
The foundation for each student’s educational program is a Functional
Life Skills Curriculum (The BASICS) with the addition of both Core and
Alternative Core Curriculums to meet individual academic needs.
Student Population: Students in grades K-12 who are served
through the Moderate to Severe Program are eligible for Services as a result of
a disability that is moderate to severe in nature such as mental retardation,
multiple disabilities, or autism.
Students in the Moderate to Severe Program receive services in general
education classrooms and/or self-contained classrooms during the school day
where they are offered highly individualized, supervised, and specialized
instruction as prescribed by individual IEPs. Service Delivery Model:
Service Provider: The Moderate to Severe teacher provides
direct instruction in a self-contained setting and/or provides collaborative
services in general education settings ensuring that students receive Core,
Alternative Core, and Functional Academics as well as Social Skills according
to individualized needs. They ensure that support services, accommodations, and
modifications as specified on individual IEPs are being implemented. The teacher also consults with school staff
to provide mainstreaming opportunities to the maximum extent possible for
Standards: CAPA Standards California
Curriculum: Basics Curriculum
the Basics/California Essential Standards
Benchmarks adopted timelines Benchmarks:
Basics Report Cards using Report Cards: district Adopted Guidelines
The Basics Curriculum and Framework
Students who use The Basics
will follow a functional curriculum that will help them to develop independence
as adults. The curriculum follows along
the 5 domains which include: Functional
Academics, Domestic, Community, Vocational and Recreation and Leisure Domains. Within each domain are goals/objectives for
teachers to develop lesson plans for students from the ages of 24 months – 22
years. Currently works with approximately 700 students
using the Basics Curriculum. San Bernardino City
The purpose of the Functional Academics Domain is to stress
academic skills necessary to participate in everyday life with goals for
maximum independence. To be functional, these skills must be related to some
real activity that the student encounters in daily living. Functional academic
skills are learned and applied in a variety of environments. Instruction occurs
in both classroom and community settings.
Course Description : Infuses academic areas into
functional activities such as functional math, survival reading, local
geography, current events and their applications to the community.
The purpose of instruction in the Domestic Domain is to
prepare the student to become as independent as possible in his/her living
environment. Included in instruction are personal care, food preparation, and
Course Description : Includes skills necessary to
allow the student more independence in home/personal management. Focus on
personal health care, responsibility, home management, family/social life,
sexuality and their applications to the community.
The purpose of the Community Domain is to prepare the
student to access and use community environments as independently and
completely as possible. Instruction in the areas of shopping, travel, eating
out, and use of public services are included in this domain.
Course Description : Includes skills necessary for
the individuals to participate in campus, neighborhood, and community
environments with successful interdependence. Mobility skills, access to
community services, purchasing skills and their applications to the community.
The purpose of instruction in the Vocational Domain is to
increase the likelihood of students functioning as contributing adults within
our society and increase opportunities of obtaining employment. The Vocational
Domain includes instruction in work related skills, job-seeking skills, and job
Course Description : Includes skills necessary for
individuals to attain employment and perform meaningful work. Activities
include on-campus career occupation experience and training, employment skills,
access to Transition and the off-campus work experience program and their
applications to the community.
The purpose of the Recreation Leisure Domain is to enable
students to engage in constructive and personal satisfying leisure activities
in school, home, and the community.
Course Description : Includes games, puzzles, arts,
crafts, music, social gatherings, hobbies, self-regulating interactive
behaviors, accessing public interests, and their applications to the community.