Northwest Tech Programs & Services
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for grades 9-12
The target population includes high school students, 9th-12th grade, who receive special education services primarily for Emotional Behavioral Disorder (EBD), and need social/emotional, academic and transition skill development. Most life areas are impacted by mental illness (i.e. DSM IV diagnoses of Depression, ADHD, PTSD, Anxiety, Bi-polar, Thought Disorder). Invest students exhibit more internalizing behaviors than externalizing behaviors (i.e. withdrawn, school work avoidance, isolation from peers, depressed, overwhelmed, anxious, sad, self-injurious, medication non-compliance, and truancy versus yelling, swearing, talking-out, disrupting the learning of others, and running or wandering). Student’s academic ability level ranges from low average to average.
for grades 9-12
Venture students typically have a long history of receiving special education services in their previous school years. At some point during these years, they have required resources beyond what is available in their school environment. These educational needs are due to the combined impact of their medical/mental health diagnose(s) and their educational eligibility for special education services (most often, ASD). These students are referred because they require a more intense level of staff support and services throughout most or a portion of their school day. They require a unique environment that provides personal space and helps the student maintain a positive school reputation. For various reasons, it has been determined that the behavioral strategies typical in Emotional/Behavioral Disorders (EBD) special education models, have not been appropriate or effective to meet the students’ unique needs. Students have met special education criteria in Other Health Disabilities (OHD), Autism Spectrum Disorder (ASD), Emotional/Behavioral Disorders (EBD), or Specific Learning Disabilities (SLD). These students can manage direction to move between classes and manage academic and social transitions throughout the day given accommodations as identified on the IEP.
for ages 18-21
VECTOR Basic and Low Incidence serves students with cognitive level ranges from Developmental Cognitive Disabilities [DCD] (mild) to above average. Students served in the VECTOR Basic program design require only very limited services from disability specific specialists. The VECTOR Low Incidence program design provides disability specific services, based on individual student needs, in the following disability category areas: Physically Impaired (PI), Other Health Impairments (OHI), Deaf/Hard of Hearing (D/HH), Deaf/Blind, Visually Impaired (VI), Traumatic Brain Injury (TBI), Developmental Cognitive Disabilities (DCD) and Autism Spectrum Disorder (ASD). Most of these students, in the Low Incidence program design, have at least one secondary disability, and they typically require specialized support services such as a Sign Language Interpreter, Educational Audiology Specialist, Low Incidence Specialist (Deaf/Hard of Hearing [D/HH], Blind/Visually Impaired [B/VI], or Physical/Health Disabilities [P/HD] teacher), Materials Production Specialist, Occupational Therapist (OT), Physical Therapist (PT), Behavior Support, etc.
for ages 18-21
Students are receiving special education services primarily for Emotional Behavioral Disorder (EBD), and may include students with Autism Spectrum Disorders (ASD). Most life areas are impacted by chronic mental illness. Some students with a chronic mental illness diagnosis are more likely to exhibit serious and persistent behavior in the community, home, school and work. Student ability level ranges from borderline to gifted ability, although the typical students falls in the average range. Invest students will learn skills to manage their mental health or illness in order to achieve a level of safe self-sufficiency.
for ages 18-21
Venture Transition students have a history of receiving special education services in previous settings that have required resources beyond what is typically provided in most settings. These needs are due to the combined impact of their medical/mental health diagnosis and educational eligibility in special education (typically ASD). These students need a more intense level of staffing, unique social emotional and sensory strategies and have significant needs in the Transition areas: Post Secondary Education and Training, Employment, and Independent Living. Most students served in this program design require multiple and intensive services from disability specific specialists. These students can manage direction to move between classes and manage class changes and social transitions throughout the day given accommodations as is identified on the IEP.