Secondary Programs

Resource Specialist Programs (RSP) provide services designed to accommodate students with special needs who are capable of meeting the state and district approved standards for graduation with a diploma.

RSP Direct Instruction Program (DI) provides specially designed academic instruction during the academic block for students who require intensive academic intervention. Some students receive instruction designed for vocational readiness and will receive a Vocational Certificate at the time of graduation.

Secondary Vocational Certificate Program (non-diploma) provides services designed to accommodate students working toward a Vocational Certificate. The vocational curriculum, taught by special education staff, focuses on academics that match student abilities and interests as well as providing skills needed for the future. Through this program, students will have the opportunity to develop prevocational and independent skills that will prepare them to be successful, productive and self-sufficient members of their community. Upon completion of the Vocational Certificate Program, students will earn a Vocational Certificate and Vocational Competency Checklist based on skills mastered from the Employment Skills Frameworks and State Standards.

Academic Core Essentials (ACE) is a direct instruction diploma bound program that was offered in the 2020-2021 school year. ACE courses are taught by special education teachers. Students enrolled in the ACE program will be held to the District's identified essential standards for the required courses of study, which align to California's Education Code minimum set of requirements for graduation from California high schools. This program does not meet the University of California (UC) or the California State University (CSU) systems' minimum set of courses required for admission. However, students will be able to apply for enrollment at a community college.

Deaf/Hard of Hearing (DHOH) Program is a district wide program designed for small group individualized instruction with language emphasis. Students who are deaf or hard of hearing participate in this program as their disabilities interfere with learning. Specialized instructional strategies, materials, equipment and/or assistive technology are utilized for academic instruction in the student’s preferred communication mode and academic level in core academic areas. Students receive support in their preferred communication mode in other academic and elective classes as designated by their IEP.

Functional Life Skills Program, Special Day Class (SDC), a non-diploma program, is designed for high school students with disabilities whose educational needs cannot be met through the Clovis Unified School District’s general education curriculum framework. Upon completion of the alternative course of study, students will receive a Certificate of Completion. The Alternative Curriculum includes goals and objectives in the areas of: daily living, personal/social skills, functional academics and prevocational skills. The curriculum emphasizes awareness, knowledge and acquisition of the various components preparing students for adult living in the least restrictive environment. At the secondary level, students in this Alternative Curriculum program must complete the minimum number of units required by each high school for graduation which includes P.E. or a wellness equivalent, and completion of the goals and objectives in the designated areas indicated above.

Adolescent Intervention Program (AIP) Special Day Class is a program designed for students in the 9th through 12th grades whose educational services cannot be provided exclusively within the general education classroom. These students require a high level of structure and supervision with therapeutic support due to social, emotional or behavioral needs. Students in this program may earn either a high school diploma, Vocational Certificate, or Certificate of Completion based on the student’s IEP.

Therapeutic Intervention Program (TIP) is a therapeutic program designed for students in the 7th-12th grades whose educational services cannot be provided exclusively within the general education classroom. These students require a high level of structure and supervision in a therapeutic milieu due to social, emotional or behavioral needs. These services are not available on the comprehensive school site. Students in this program may earn either a high school diploma, Vocational Certificate, or Certificate of Completion based on the student's IEP.

Autism Program, Special Day Class (SDC) is designed for students who present with autistic-like behaviors and require intensive intervention. The goals of the program are to increase (based on State Standards) communication, generalized social skills, behavior, and independent “work” typical of high school-aged students. Students are included in general education activities as designated on each IEP. IAP is a non-diploma program designed for students with disabilities whose educational needs cannot be met through the Clovis Unified School District’s general education curriculum framework.

Severely Disabled Program Special Day Class (SDC) A variety of teaching strategies are utilized to develop functional communication and adaptive skills. Each student progresses at his/her own rate and the curriculum targets skills necessary for increasing individual independence. All CUSD SD programs utilize an interdisciplinary approach where teachers are able to consult with various service providers to assist in the individualization of students’ programming. Students enrolled in the district’s SD classes have goals that focus on areas such as functional academics, vocational/recreational and leisure skills, community awareness, domestic and adaptive skills, social skills and communication skills. Students earn a “Letter of Recommendation” upon completion of high school.

Garfield Special Education Center is an educational facility that serves medically fragile students with severe disabilities, ranging from 3 to 22 years of age who reside in Clovis Unified. Due to the severe health risks and needs of the students, LVNs and RNs are an integral part of the program in addition to special education teachers and other special education staff. Support services such as Occupational, Physical, Vision, Deaf/Hard of Hearing, and Speech Therapy are components of the Garfield Center. Opportunities for interacting with typical peers is a vital component of the program. Students at Garfield Center earn a “Letter of Recommendation” upon aging out at 22 years of age.