ESS-Exceptional Student Services

ESS-Exceptional Student Services

Exceptional Student Services (ESS)

The Exceptional Student Services (ESS) Department provides educational services to exceptional students through a continuum of services which include instruction in the general education classroom with supplementary aids and services, services integrated into the general education classroom, specialized instruction in a resource or pull-out setting, instruction in a specialized classroom, instruction in a special school, home instruction, and instruction in hospitals or institutions. The removal of students with disabilities from the general educational environment will only occur when the nature or severity of the disability is such that education in general education classes or in a building with non-disabled students, with the use of Special Education services, cannot be achieved satisfactorily. An exceptional student is defined as any student who, because of an identified disability, requires specially designed instruction in order to receive a free, appropriate public education. A Multi-Disciplinary Evaluation and an Individual Education Plan (IEP) can determine the student placement and level of required service. All courses meet graduation requirements. Substitutions may be accepted if the IEP team indicates it is necessary. Enrollment in these courses is determined and recommended by the IEP Team and/or case manager. These courses will only be offered if highly-qualified teachers are available.

Academic Resource

This course is designed to assist students with an Individual Education Plan (IEP) in their general education courses. An emphasis is placed on organization of course materials, preparation for tests, study techniques, and learning strategies, as well as, time to complete general course assignments and projects. This course may be repeated for credit. (*Pass/Fail) Prerequisite: IEP Directive

Adaptive Music

This course is designed to provide individual instruction in the area of music. Students experience both choral and instrumental music tailored to meet their individual learning needs as indicated through the student’s Individual Educational Plan (IEP). Students will be able to perform for peers and family. Prerequisite: IEP Directive

Adaptive PE

This course is designed to provide individual instruction in the area of Physical Education (PE). The course is individualized to each student based on the decisions made by the IEP Team. Students are provided with activities that enhance motor development, movement, balance, agility, coordination, and adaptive sports skills. This course may be repeated for credit. Prerequisite: IEP Directive

Algebra I E

This is an alternative to the regular Algebra 1 course. Students take two (2) semesters to complete the concepts of Algebra I, Semester 1, as well as increase their overall basic Mathematics skills. This course is designed for the students not recommended for the regular Mathematics program. The curriculum is based upon number sense, fractions, decimals, scientific notation, percentage, graphs, area, perimeter, and integers. This course may be taken only upon teacher approval. Course contents and instruction will be differentiated to meet the specialized needs of the students. Prerequisite: IEP Directive

Consumer Math

This course is designed for the students not recommended for the regular Mathematics program. Consumer Math reinforces general Mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics). Students learn to apply these skills to consumer problems and situations. Topics may include, but not limited to budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment. Services will be indicated through the objectives on the IEP. Prerequisite: IEP Directive

English 9 E

This course offers individualized instruction to meet a student’s need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. This class mirrors the skills and concepts taught in English 9. Services are directed as indicated by the student's IEP. This course may be repeated for credit. Prerequisite: IEP Directive

English 10 E

This course offers individualized instruction to meet a student’s need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. This course mirrors skills and concepts taught in English 10. Services are directed as indicated by the student's IEP. This course may be repeated for credit. Prerequisite: IEP Directive

English 11 E

This course offers individualized instruction to meet a student’s need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. This course mirrors skills and concepts taught in English 11. Services are directed as indicated by the student's IEP. This course may be repeated for credit. Prerequisite: IEP Directive

English Applications E

English Applications teaches students communication skills-reading, writing, listening, and speaking-concentrating on “real-world” applications rather than emphasizing language arts skills as applied to scholarly and literary materials. Services to be provided will be indicated through objectives on the IEP. This course may be repeated for credit. Prerequisite: IEP Directive

English Fundamentals E

This course is designed for students who have difficulty in basic English. Activities and lessons are individualized to meet a student's need in the areas of reading comprehension, reading fluency, and vocabulary development. Services to be provided will be indicated through objectives on the IEP. This course may be repeated for credit. Prerequisite: IEP Directive

English R

This course offers individualized instruction to meet a student's need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. Services to be provided will be indicated through objectives on the IEP. This course may be repeated for credit. Prerequisite: IEP Directive

Functional Academics

Functional Academics is designed for students who are significantly below grade level in one or more of the following areas (reading, writing, math) and they may or may not be eligible to take the AIMS-A. The course is designed to work through The Functional Arizona Academic Standards. The instruction is focused within the functional context of home, school, work, and community environments. Prerequisite: IEP Directive and school location determined by the student level of need

Functional Life Skills

Functional Life Skills is designed for students who are significantly below grade level in one or more of the following areas (reading, writing, math) and they may or may not be eligible to take the AIMS-A. The instruction is focused within the functional context of home, school, work, and community environments focusing on independence within contexts, self-help and care skills, and basic communication and mobility. Prerequisite: IEP Directive

Functional Workplace Skills

Functional Workplace Skills is designed for students who are significantly below grade level in one or more of the following areas (reading, writing, mathematics) and they may or may not be eligible to take the AIMS-A. The instruction is focused within the functional context of home, school, work, and community environments focusing on preparing the student for transitioning to Adult Day Care, Shelter Workshop, Supported Employment, or other options determined by the IEP team and family. Student preferences are considered while developing appropriate work habits and routines.Prerequisite: IEP Directive

Geometry E

This course is designed for the students not recommended for the regular Mathematics program. The course mirrors skills taught in Geometry. This is the first part of a two-course cycle; credit is granted after completion of the second part. This course emphasizes an abstract, formal approach to the study of Geometry. It typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurements in triangles. This course may be taken only upon teacher approval. Course contents and instruction will be differentiated to meet the specialized needs of the students. Prerequisite: IEP Directive

Integrated Fine Arts (Adaptive)

Integrated Fine Arts course explores self-expression across the Fine Arts: any subset or all visual arts, music, drama, theater, and literature may be included in the curriculum for this course. Students study and critique the works of others and participate in or produce art themselves. This course often includes comparative study of various art forms over time (i.e., the interrelationship of literature, music, and the performing arts of a particular time period and culture). This course may be taken only upon teacher approval. The course content and instruction will be differentiated to meet the specialized needs of the students.

Math Applications E

This course is designed for the students not recommended for the regular Mathematics program. The curriculum is based on an algebraic curriculum focusing on Integers, Fractions, One and Two Step Equations, Intro to Functions, Square Roots, Basic Geometric Principles, and Irrational Numbers, etc. This course mirrors the skills taught in Algebra II. Services will be indicated through the objectives on the Individual Education Plan (IEP). This course may be repeated for credit. Prerequisite: IEP Directive

Math Fundamentals E

This course is designed for the students not recommended for the regular math program. The curriculum is based upon assessment of math facts, computational skills, and practical real-life math. Services will be indicated through the objectives on the IEP. This course may be repeated for credit. Prerequisite: IEP Directive

Next Steps

This course is designed to provide individual instruction in the area of transition and work experience off campus. The course is individualized to each student based on the decisions made by the IEP Team. Students are provided with the basic skills in how to prepare for a job, complete job applications, interview for a job, and secure an off-campus job, based on the Arizona Workplace Standards. This course may be repeated for credit. Prerequisite: IEP Directive

On-The-Job Training

Students who are enrolled in the TOPS program have the opportunity to take this job training course. Students need to be working at least 15 hours per week. Students are paid for working and are evaluated on job performance by his/her supervisor. The TOPS instructor helps place students in the work force. Students can be transported during school hours but will need to find transportation home. This course may be repeated for credit.

Department Chair

Sharon Leuthauser
Leuthauser, Sharon
ESS Teacher
Office: 520-836-8500 x 3806

Department Teachers

Rajie Apatan
Apatan, Rajie
ESS English/Mathematics Teacher
Office: 520-836-8500 x 3804
Carmella Ash
Ash, Carmella
ESS Teacher
Office: 520-836-8500 x 3306
John Batina
Batina, John
PE/Health/ESS Teacher
Office: 520-836-8500 x 3008
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Carolyn Boughton
Boughton, Carolyn
ESS Teacher
Office: 520-836-8500
Aubrey Cuevas-Ferguson
Cuevas-Ferguson, Aubrey
English/ESS Teacher
Office: 520-836-8500 x 3911
Herman Edelson
Edelson, Herman
ESS Mathematics Teacher
Office: 520-836-8500 x 3300
Rochelle Garcia
Garcia, Rochelle
Mathematics/ESS Teacher
Office: 520-836-8500 x 3302
Kerrie Gordon
Gordon, Kerrie
ESS Teacher
Office: 520-836-8500 x 3304
Rachel Honeybone
Honeybone, Rachel
ESS Teacher
Office: 520-836-8500
Sharon Leuthauser
Leuthauser, Sharon
ESS Teacher
Office: 520-836-8500 x 3806
Alexi Maestas
Maestas, Alexi
ESS Teacher
Office: 520-836-8500 x 3803
Sandra McIntyre
McIntyre, Sandra
ESS Teacher
Office: 520-836-8500 x 3808
Seprina Packard
Packard, Seprina
ESS English Teacher
Office: 520-836-8500 x 3802
Mark Salow
Salow, Mark
ESS Behavior Support Teacher
Office: 520-836-8500 x 3703
Donna Telles
Telles, Donna
Fine Arts/ESS Teacher
Office: 520-836-8500 x 3005

Department Staff

Holly Adams
Adams, Holly
Speech Language Therapist
Office: 520-836-8500 x 3800
Jerilyn Binkley
Binkley, Jerilyn
ESS Inspiring Excellence Coach
Office: 520-836-8500
Rhonda Carter
Carter, Rhonda
IEP Writer
Office: 520-836-8500 x 3598
Cindy Check
Check, Cindy
Occupational Therapist
Office: 520-836-8500 x 3702
Ofelia Cook
Cook, Ofelia
ESS Inspiring Excellence Coach
Office: 520-836-8500
Destiny Decker
Decker, Destiny
Administrative Assistant
Office: 520-836-8500 x 3110
Nancy Hayes
Hayes, Nancy
ESS Inspiring Excellence Coach
Office: 520-836-8500 x 3803
Sonya Hendricks
Hendricks, Sonya
Transition Specialist
Office: 520-836-8500 x 3907
Darrell Jackson
Jackson, Darrell
ESS Inspiring Excellence Coach
Office: 520-836-8500
Sarah Jamerson
Jamerson, Sarah
ESS Medicaid Specialist
Office: 520-836-8500 x 3546
Jessica Leary
Leary, Jessica
ESS Inspiring Excellence Coach
Office: 520-836-8500
Jim Ludlow
Ludlow, Jim
Speech Language Pathologist
Office: 520-836-8500 x 3702
Claudia Ortiz
Ortiz, Claudia
ESS Inspiring Excellence Coach
Office: 520-836-8500
Deja Oswald
Oswald, Deja
ESS Inspiring Excellence Coach
Office: 520-836-8500
Michelle Perez
Perez, Michelle
ESS Inspiring Excellence Coach
Office: 520-836-8500
Donald Smith
Smith, Donald
ESS Inspiring Excellence Coach
Office: 520-836-8500 x 4110
Christopher Springer
Springer, Christopher
ESS Inspiring Excellence Coach
Office: 520-836-8500
Darci Torres
Torres, Darci
Speech Language Pathology Assistant
Office: 520-836-8500 x 3502
Ellen Tsukagoshi
Tsukagoshi, Ellen
ESS Inspiring Excellence Coach
Office: 520-836-8500
Aubrey Turner
Turner, Aubrey
ESS Inspiring Excellence Coach
Office: 520-836-8500
Leslie Vasquez
Vasquez, Leslie
ESS Inspiring Excellence Coach
Office: 520-836-8500
Our Non-Discrimination Commitment

Casa Grande Union High School District #82 prohibits discrimination in employment and educational programs based on race, color, religion, sex, age, disability, national origin, military status, genetic test information, sexual orientation or gender identity or expression and provides equal access to the Boy Scouts and other designated youth groups.

Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator(s), Sean Casey, District Title IX Coordinator, 1362 N. Casa Grande Ave, Casa Grande, AZ 85122, (520) 316-3360 ext. 1111, or [email protected]

El Distrito Casa Grande Union High #82 prohibe la discriminación de empleo y programas educacionales basados en raza, color, religion, sexo, edad, descapacidad, origen nacional, estado militar, información de prueba genetica, orientación sexual o identidad de género, o expresion y provee acceso a los Boy Scouts y otros grupos juveniles designados.

Preguntas, quejas, o solicitudes para información adicional de acuerdo a estas leyes deben ser dirigidas a la coordinadora designada, Sean Casey, District Title IX Coordinator, 1362 N. Casa Grande Ave, Casa Grande, AZ 85122, (520) 316-3360 ext. 1111, o [email protected]

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