Sutter County Superintendent of Schools

Program Information

Sutter County Superintendent of Schools Special Education department provides intensive special day class support to students who are referred through the IEP team. Here is a description of the special day classroom programs.

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Autism

These classes are designed for students with autism who also have significant social/communication skill deficits, emotional regulation issues, and/or developmental delays, and whose IEP teams have determined that the student requires instruction specifically designed for children with autism. Autism is a developmental condition that affects how a person communicates, interacts with others, and experiences the world around them. This program provides intensive intervention within a self-contained class for the majority of the school day. The curriculum is typically based upon state-approved standards-based alternative curriculum guides. Instructional methodologies are selected for each student based upon evidence-based best practice recommendations. Family involvement is considered an integral component of the program. The primary goal of these classes is to prepare students to function effectively in current and future home, school, community, and work environments. Students enrolled in these classes typically earn a high school certificate of completion and typically go on to participate in an adult transition class. A teacher with a credential authorizing instruction of students with moderate to severe disabilities and two instructional assistants are assigned to each class.

Multiple Disability

These classes are designed primarily for students with severe disabilities whose IEP teams have determined that they require specialized instruction for the school day using an alternative curriculum that focuses on functional academics and daily living skills. This may involve instruction in community sites off of the school campus. As the student approaches high school, prevocational and independence skills become a key component of the curriculum as well. This curriculum is based upon state-approved standards-based curriculum guides. The primary goal of these classes is to prepare students to function effectively in current and future home, school, and community environments. Students enrolled in these classes typically earn a high school certificate of completion and typically go on to participate in adult day programs through agencies such as Alta Regional Center. A teacher with a credential authorizing instruction of students with moderate to severe disabilities and two instructional assistants are assigned to each class. Each class is also supported by a school nurse and LVN staff.

Severe Disability

These classes are designed primarily for students with moderate to severe disabilities whose IEP teams have determined that they require specialized instruction for a majority of the school day using an alternative curriculum that focuses on applied or functional academics. This alternative curriculum teaches basic academics as they apply to daily living. This may involve instruction in community sites off of the school campus. As students approach high school, prevocational skills become a key component of the curriculum as well. This curriculum is based upon state-approved standards-based curriculum guides. The primary goal of these classes is to prepare students to function effectively in current and future home, school, community, and work environments. Students enrolled in these classes typically earn a high school certificate of completion and typically go on to participate in an adult transition class. A teacher with a credential authorizing instruction of students with moderate to severe disabilities and two instructional assistants are assigned to each class.

Deaf and Hard of Hearing Program

Our classrooms for the deaf and hard of hearing provide access to quality education in a variety of settings. The deaf and hard-of-hearing program serves both Sutter and Yuba Counties, allowing school districts, regardless of size, to access quality resources, specialized staff, and equipment to provide deaf and hard-of-hearing students and their parents with a comprehensive and effective educational environment. Through this collaborative approach, students are educated with a significant number of age, cognitive, and language-appropriate peers. Students have opportunities to be educated through participation in typical education classes with their hearing peers, as well as participating in special day classes designed specifically for students who have a hearing disability. Regionalized programming offers social, emotional, and academic benefits for students. They develop pride in themselves as members of the community and feel comfortable working and socializing with their hearing peers. Ultimately, the students gain confidence and the knowledge that they are prepared to accomplish their goals and become successful, productive, and contributing members of society. A teacher with a credential authorizing instruction of students with hearing disabilities, one instructional assistant with signing skills, and educational sign language interpreters are typically assigned to each class.

Non Categorical Program

These classes are designed for students with moderate disabilities due to having a behavioral disability, high functioning autism, or other related disability who require an educational environment focused on classroom-wide instruction in the development of behavior management, communication, and social skills. This program provides intensive intervention within a self-contained class for the majority of the school day. The primary goal is to return the students to full-time enrollment in the general education program with continuing support in social skills as needed. A teacher with a credential authorizing instruction of students with mild to moderate or moderate to severe disabilities plus additional training and/or experience in autism spectrum disorders, behavior disorders, or speech and language development is assigned to each self-contained class. Two instructional assistants are recommended for each class.

Infant Program

The Sutter County Infant Program is committed to providing individualized services to children and families to uphold the best practices of early childhood development and education, and to promote collaboration in order to help all children reach their full potential.

Sutter County Infant Program serves eligible children and their families from birth to age three in Sutter and Yuba Counties. The infant team partners with families to build on current strengths and abilities, support challenges and address family concerns in their natural environment.

It's important for babies and children with delays to get services and support as early as possible! If you have a concern about your child's development, you can contact your local regional center, or the Sutter County Infant Program. Go to https://www.dds.ca.gov/rc, fill out the contact form on the left, or call 1-800-515-BABY.

Sutter County Infant Program Information

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Adult Transition Program

These classes are designed primarily for students with moderate to severe disabilities whose IEP teams have determined that they require specialized instruction for a majority of the school day, utilizing an alternative curriculum that focuses on life skills. This curriculum is functional, chronologically age-appropriate, and taught in community-based natural environments and integrated settings. This curriculum is based upon state-approved standards-based curriculum guides. The primary goal of these classes is to prepare students to function effectively in current and future home, school, community, and work environments. Students enrolled in these classes typically go on to participate in adult day programs through other agencies such as Alta Regional Center. A teacher with a credential authorizing instruction of students with moderate to severe disabilities and one instructional assistant are assigned to each class. Additional instructional assistants are provided as determined necessary to implement developed IEPs and maintain the safety of students and staff.

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