MOEC Programs
Early Childhood Special Education Program (ECSEP)
This program is a classroom program for special education eligible students aged 3 to 5 and is located at the Eastwood Childhood Center. Services in this program are outlined in the students Individualized Education Plan (IEP) and may include occupational therapy, physical therapy or speech therapy. Students in the program generally meet for at least 2.5 hours a day or 12.5 hours a week. The focus of this program is to prepare students for kindergarten readiness before reaching their 6th birthday. The preschool outcomes for this program include positive social-emotional skills, acquisition and use of knowledge and skills, and use of appropriate behaviors. The program is supervised by a certified early childhood special education teacher.
Severely Cognitively Impaired (SCI) Program
The Education Center on the campus of the MOISD has an elementary SCI classroom for grades Pre-K through 6 as well as a middle and high school SCI classroom. Students in these classrooms work on functional academics through the Unique Learning System Curriculum. Community Based Instruction also enables students to learn about their world and practice skills in the community. The low ratio of students to teacher and para-educators in these programs provides students with intensive services for learning as well as functional and health needs. A school nurse is available as needed to help in programming with medically fragile students.
Moderately Cognitively Impaired (MoCI) Program
The Education Center on the campus of the MOISD has elementary, middle school and high school MoCI classrooms. Students in these classrooms work on accessing the general curriculum through extending expectations of the general education curriculum. Students work on functional academics through the Unique Learning System Curriculum. Community Based Instruction also enables students to learn about their world and practice skills in the community. Beginning in high school at age 16, students have opportunities to access Transition Community Living Experiences (TCLE) where they contract with local businesses and receive training and evaluation on volunteer and job training sites.
Moderately Cognitively Impaired (MoCI) Transition Program
This program is a post high school program for young adults ages 18-26 located on the campus of the MOISD. The focus of this program is working on functional daily living skills. Activities may include learning to cook simple meals, improving hygiene, getting along with others in a group setting, etc. Students who are their own guardians as well as those students who have guardians appointed to them work in conjunction with community agencies in transitioning into the community and accessing community resources. Students may be involved up to 50 percent of their day in Transition Community Living Experiences (TCLE) with the remainder of their day involving activities individually designed for their future living experiences.
Resource Room Programs
The MOISD offers a couple of resource room options. One option is at the Education Center on the campus of the MOISD. Students in this setting work on accessing the general curriculum through extended expectations of the general education curriculum. In addition, academic and behavioral strategies are used to meet the specific needs of students with autism spectrum disorder (ASD). Students work on functional academics through the Unique Learning System Curriculum. Community Based Instruction also enables students to learn about their world and practice skills in the community.
Resource Program at the Transition Center
This program is located at 220 S. Michigan Avenue in downtown Big Rapids. The program is a post high school special education program for young adults ages 18-26. The focus of this program is working on independence. Students in this program may have recently begun living on their own or have the desire to live on their own/share a home and need extra time beyond their high school experience to work on money management and practice getting around the community. Students who are their own guardians as well as those students who have guardians appointed to them work in conjunction with community agencies in transitioning into the community and accessing community resources. Students may be involved up to 50 percent of their day in Transition Community Living Experiences (TCLE) with the remainder of their day involving activities individually designed for their future living experiences.
Satellite Resource Rooms
Another resource room option is MOISD satellite elementary classrooms located in local district schools. In this setting, students work on improving independent functioning, socialization, and academic skills through targeted academic and behavioral supports designed for students with autism spectrum disorder. Students in these programs receive as much of their instruction as possible with their general education peers, while also utilizing the resource room setting as a home base for additional supports as needed. Students in this setting access the general education through both extended expectations and common core standards, dependent upon each individual student’s level of functioning.
