ANCHOR Program

Vision

The vision of the ANCHOR program is to challenge and support all students in the pursuit of their highest levels of academic and personal achievement. Students will be provided tailored learning experiences with structured and supportive specialized education services to meet individual student needs. In the Anchor Program, students feel a sense of safety, comfort, and belonging in order to practice lagging skills in a quiet, calm environment surrounded by supportive staff before venturing out into the general education setting.

Program Description

The ANCHOR program provides each student with individualized instruction, supports and services needed to access and make progress in the general education setting and to increase independence. All district center-based programs are multi-categorical based on student needs. This program primarily serves students who have qualified for special education services under the categories of Specific Learning Disabilities (SLD), Other Health Disabilities (OHD), or Physical HealthImpairment (PI).

The ANCHOR program uses a systematic approach which incorporates evidenced based instruction, along with the use of dynamic instructional strategies and methodologies. ANCHOR utilizes natural environments for instruction, positive behavioral programming, educationally based sensory activities, and inclusion into the general education classroom with mainstream peers and activities as determined by the individualized education plan team. The continuum of services from middle to high school focuses on highly structured, individualized programming in:

Self-help in personal care needs
Functional skills and routines
Pre-academic to academic skills
Intensive communication and language development
Social skills and emotional and behavioral development and regulation
Transition skills including social communication, independent living, community participation, recreation and leisure, post-secondary and employment

Students in the program have unique needs that include a range of cognitive and language abilities in combination with complex medical conditions that result in a need for direct instruction in functional and independent living. Students typically receive specialized educational services for more than 60% of their school day. Staff focuses on individual students’ positive attributes and strengths to assist in developing proficiency in skill areas, accessing the community, preparing for life after high school, and daily living skills.

Students will be provided instruction and participation in the classroom at the grade level of their non-disabled peers to the greatest extent possible. Students may also participate incommunity-based learning and experiences, including work experience and post-secondary activities. Students’ individualized education plan goals and objectives are continuously monitored to guide all specialized educational services and curriculum decisions.

Service Delivery Model and Staffing

A full continuum of services are available and provided as indicated on a student’s IEP. Services may be delivered in a variety of ways including individual and small group instruction in the center based classroom for all or part of the school day, as well as specialized educational supports
(paraprofessionals or other licensed providers) being provided within the general education setting.
Each ANCHOR center-based program classroom consists of approximately 8-10 students with one licensed special education teacher and paraprofessional support. Additional services and supports are available based upon the student’s individualized education plan goals and needs. Related services staff and supports that may be provided as determined by student need, include but are not limited to: occupational therapist, speech/language pathologist, social worker, developmental/adapted physical education teacher, physical therapist, vision specialist, teacher of the physically impaired, behavioral specialist, job coach, work experience coordinator, and school nurse.

Placement

For placement in a center-based program, such as Bridge, students must be eligible to receive special education services. Prior to program referral, school teams must consult with the building facilitator and special education team, and attempt specialized educational interventions in the student’s current environment. The district referral process, utilizing the Elementary Review Team, Middle School Review Team, and Secondary Review Team, needs to be closely followed as outlined to ensure that each student is educated in his or her least restrictive environment (LRE). A person knowledgeable in the student’s primary disability category must be on the student’s Individualized Education Plan team. Program placement is an Individualized Education Plan team decision based on student needs and supported by the current evaluation and intervention results.