Tehama County Special Programs staff is dedicated to providing the county’s students with specially designed instruction that promotes and encourages each student to achieve their personal best academically, socially and behaviorally. We value working with our community in an honest, respectful, and collaborative manner for which the success of our students is measured by their successful participation in their homes, schools, and community. We believe that students can realize the potential of their unique aptitudes and talents when staff is highly trained and parents, administrators and teachers have high expectations for student performance. All students have the ability as well as the right to learn and to progress. It is the goal of the Tehama County Special Programs Department to provide the most meaningful education program to meet each student's individual needs in the least restrictive environment. Each student's educational program shall be identified through the IEP process utilizing a team approach to develop and implement functional and academic goals and objectives that align to state standards and best practices.
How are students referred to our Early Childhood programs?Top of Page
As part of child-find, physicians, parents, public agencies, preschool teachers, etc. refer a student to the County office for assessment. Once a referral is made, the parent is contacted and an assessment plan written if the referral is deemed appropriate.
The county uses a process called the “Regional Placement Team” to place students in any out of district placement. Please contact your school site administrator or call our office for more information.
CLICK ON SERVICES BELOW FOR MORE INFORMATIONTop of Page
Serves the county 3 to 22 year old students with disabilities affecting motor skills.
Collaborates/consults with regular teaching staff to plan, implement, and facilitate the appropriate integration of individuals with exceptional needs
Consultation to educational staff, parents, and agencies regarding best practices in assessment, instructional methodologies, classroom management and curriculum for special education students with a variety of disabilities
BEHAVIOR SPECIALIST SERVICES
Provides training to teachers and paraprofessionals in appropriate assessment, development and execution of positive behavioral intervention plans
Conducts behavioral assessments for students with complex behavioral problems
Consults with psychologists, teachers, and parents
Conducts diagnostic teaching interventions with selected students
Provides training and consultation in the adaptation of appropriate curriculum
Trains, supervises, and coordinates Intensive Behavior Interventionists
Provides training in the documentation of various behavioral intervention
Develops, monitors, and evaluates data collection
Serves as liaison between Non-Public Schools and School Districts
DEAF/HARD OF HEARING PROGRAM
Located at Gerber and Red Bluff High school, these programs provide comprehensive, individualized academic instruction using the student’s primary language of sign. Students are both pre and post-lingually deaf or hard-of-hearing. Some of the students speak for communication, speak and sign, or only sign. Students typically have severe expressive and receptive language delays.
Hearing aide checks
Inclusion with general education
Verbal skills instruction and/or practice
This preschool program is designed to serve children 3-5 years old with significant cognitive language, developmental, autistic or autistic like behaviors, physical and/or health impairments. They are structured, behaviorally based programs located on the Gerber and Metteer Elementary school campuses.
Focus on communication
Fine and Gross motor development
Academic readiness skills
Social and behavior skill development
Focus on “Learning to learn skills” i.e. imitation, following directions, attention, play skills and communication
Intensive instruction including one on one, small group and inclusion
Uses research based methodologies including TEACCH, PECS, Discrete Trial Teaching, ABA and Pivotal Response
Sensory Integration activities: O.T. consultation, platform swing, sensory based activities
EARLY CHILDHOOD FULL INCLUSION SMALL GROUP INSTRUCTION
The program serves students with mild to moderate disabilities attending general education preschool programs. In this model, parents enroll their child in the program of their choice. The Special Education teacher and Special Needs Aides serve the students in their school of attendance.
Focus on academic readiness skills, communication, behavior, motor development and social skills in a general education preschool setting
Promote active participation of children with disabilities in preschool activities
Implement routines, modifications and accommodations to support students academic, social, and behavioral needs
Teach independence and self-help skills
The Early Intervention Program (EIP) supports families as their child's natural teachers, collaborating to provide healthy foundations to enhance lifelong education, reduce the impact of disability, and promote the successful development of the whole child.
MEDICAL THERAPY UNIT
Medical therapy unit means a California Children's Services and LEA approved public school location where medical therapy services, including comprehensive evaluations and medical therapy conferences, are provided by CCS
Provides medically necessary occupational therapy and physical therapy
TEHAMA LEARNING CENTER PRIMARY (K-4)
Located on Gerber’s campus, this program serves primary students with severe cognitive, physical disabilities, language, and /or students with autism or autistic behaviors.
Focus on life skills including behavior, communication, and strengthening fine/gross motor skills
Intensive services include Adaptive P.E., Occupational Therapy, Physical Therapy, Speech Therapy, Visual Impairment Education and Assistive Communication Devices
Applied Behavioral Analysis
Discrete Trial Teaching Methods
Structured Classroom with predictable daily and weekly routines
Focus on sensory integration (platform swing, sensory therapy room, regular consultation from the OT)
Focus on assistive technology and visual aides to meet communication needs
TEHAMA LEARNING CENTER INTERMEDIATE (4-8)
The Intermediate Exceptional Needs program at Gerber School serves students with moderate/severe disabilities. The students have a wide range of disabilities that may include autism, intellectual disability, orthopedic impairments, and multiple disabilities.
Provides community based instruction, a cooking program, physical education, and computer literacy; supports students with a variety of communication systems and use assistive technology to support the development of language skills.
Fine and gross motor skill development
Recreation/leisure skill development
NURSING AND HEALTH SERVICES
Implements and maintains a health services program at one or more schools for the evaluation, improvement, and protection of the health of pupils and school personnel in accordance with state law and county and district policies and procedures
Makes policy recommendations in area of assignment
Compiles all pertinent medical information for staffing, assessment team, and/or IEP team meetings
Obtains child’s medical diagnosis and his/her physicians recommendations to implement health services
School-based Occupational Therapy addresses the underlying performance components that are prerequisites for academics:
Motor Planning/Praxis & Bilateral coordination
Fine/Gross Motor Coordination
Visual Motor, Perceptual Motor Skills & Visual Perception
Self Help Skills (appropriate to learning environment)
Social Play/Organization of Behavior
ORTHOPEDIC / OTHER HEALTH SERVICES
The focus of these services is to assist students with orthopedic impairments who are mainstreamed in the regular classroom or served in special day classes. Eligibility for this program is according to the state guidelines defining students with orthopedic impairments. The impairment must affect students’ performance or access to their education program, setting, and/or curriculum.
Modeling of teaching strategies
Help with curriculum and homework modifications
Services include securing, training and modeling of equipment incorporation of technology into the classroom
Liaison for California Children’s Services for students
As part of a multi-disciplinary team, conduct initial assessments
Consult with teachers on meeting the individual needs of students
Serve as the Behavior Intervention Case Manager
Conduct a variety of assessments to help determine student needs
Conduct individual, group or facilitate student and/or parent counseling to enhance personal and school adjustment
SPEECH AND LANGUAGE
Develop and implement individualized programs of habilitation of speech, voice articulation, hearing, and language disorders
Provide supportive consultation and collaboration for teachers with students requiring speech/language services in their classes or programs
TEHAMA ADULT LEARNING CENTER (TALC)
Tehama Adult Learning Center is attended by students ages 18 to 22 or have completed 4 years within a high school Moderate/Severe program. Students attending TALC may have developmental delays, low incidence disabilities, and/or multiple handicapping conditions. Students practice skills needed to transition to adult life. Students usually transition into this adult program from high school through a transitional IEP, referred by their District of Residence. Students who have not attended high school in Tehama County and may be eligible for this program should contact their District of Residence and/or Tehama County Department of Education Special Schools and Services Department to set up an Expanded IEP.
Community based instruction
Vocational opportunities in the community
Responsible for their own budgeting of their earned wages
Participation in Shasta College Classes
VISUAL IMPAIRMENT / BRAILLE SERVICES
Conducts Functional Vision Assessments to determine if a students visual impairment interferes with their ability to access curriculum
Determines appropriate adaptations and intervention strategies to provide the student access to the curriculum
Orders and provides adapted curriculum materials such as Braille, large print, or audio
Orders and provides assistive technology ranging from simple stand magnifiers to complex electronic Braille to print devices
Provides instruction in the various Braille codes as required
Provides instruction in the use of assistive technology
Consultation and collaboration with regular education teachers to ensure that they are able to provide effective instruction to visually impaired students
Orientation & Mobility:
Provides services to students whose visual impairment interferes with their ability to move through the environment safely or to remain oriented to the environment. Students are referred with an existing diagnosis of visual impairment.
Consultation with teachers designing independent environments
Instruction in techniques for walking with a guide
Instruction in the use of the long cane for walking
Student orientation to classroom and campus
Community-based instruction: street crossing, route finding, etc
Instruction in the use of assistive technology from monoculars to Braille based Global Positioning systems.
Performs Braille translation and transcription of printed material and oral instructions
Prepares copies of tests, study materials, textbooks, charts, and others for visually impaired students
Types instructional materials, lessons, and worksheets in large type print for partially sighted students