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Programs for
Exceptional Children
Program Guide
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Table of Contents
Program Descriptions……….…...………...………..…3
Program Coordinator/Specialist Assignments……….………..………....22
Psychological Services………..………..……….…….30
Related Services………..………..33
Appendices
Speech/Language Therapy Assignments
Program description for Young Adult Programs High School Young Adult Program Directory
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Program Description
Mild/Moderate Programs ASIP (Autism Spectrum Inclusion Program)
ASIP is a full inclusion program that provides aide support in the general education classroom as needed and workshops to address social and executive functioning deficits.
Purpose:
• To address social and communication deficits including: social initiations, reciprocity and terminating interactions, social cognitions, perspective taking and self awareness, social anxiety and social withdrawal.
• To address executive functioning deficits including: organization, time management, self-monitoring, goal setting and work completion.
• To address academic deficits in areas such as writing skills, comprehension and higher order thinking.
Academic support
• Students are supported in all areas of their day using techniques such as prompting, scaffolding and curricular accommodations with the focus on increasing the students’ skills to access curriculum and succeed independently.
• Students are functioning at or near grade level and receive accommodations per their IEP • Social skills and executive functioning skills are directly taught in a small group setting
to ensure that discrete skills are being learned. Once skills are learned in a small group setting, students are supported to practice and generalize those skills with their general education peers, across their school day.
Inclusion
• Students are fully-included for the entire school day, with the exception of a workshop and/or social skills group
Site Grade Level Teacher
Carl Munck K-5 Amanda Seaton
Chabot K-5 Natalie Weinberger
Crocker Highlands K-5 Kasey Kaufman
Encompass K-5 Laura Biga
Hillcrest K-5 Monica Barrett
J. Miller K-5 Dominica Tarica
Piedmont Ave K-5 Christeen Treacy
Sequoia K-5 Sonia Thatcher
Edna Brewer 6-8 Reanna Couts
Montera 6-8 Karen Bruin
Oakland Tech 9-12 Rebecca Wolf
4 Special Day Class (SDC)- Mild Moderate
The M/M SDC SDC is a self-contained classroom that provides modifications and/or intervention curriculum with mild-moderate impairments and social-cognitive deficits. Purpose
• Addresses academic deficits with targeted interventions
• Provide behavioral supports and structures to allow students access to the general education, to the extent in which the student benefits
Academic Support
• Modified or intervention curriculum in reading, writing and math
• Social skills and executive functioning supports as necessary and required by the IEP Inclusion
• Students are included to the extent in which they benefit and in accordance with their IEP • For socialization opportunities, students are included for lunch, recess, assemblies and
field trips.
Site Grade Level Teacher
Burbank Preschool Kate Rozzi
MLK Preschool Arza Ralph
Fruitvale Kindergarten Kelsey Johnson
Fruitvale Kindergarten Integrated Ellen Faden
Fruitvale 1-3 Ethan Renee Hayes
Fruitvale 4-5 Kristal Thompson
ACORN Woodland Kindergarten Kim Sharrar
ACORN Woodland 1-3 Nora Magnusen
Cleveland Kindergarten Mary Schriner
Brookfield 1-3 Effie Thomas
East Oakland Pride K-2 Connie Lam
East Oakland Pride 3-5 Lois Corrin-Lafayette
Encompass 4-5 D’Juan Woolridge
Global Family 1-3 Michelle Lee-Singer
Global Family 3-5 Brian Green
Grass Valley 4-5 Diane Culmer
Joaquin Miller 4-5 Jennifer Evans
Lafayette 1-3 Steve Butler
Lafayette 4-5 Jacqueline Smith
Manzanita Seed K-4 Paul Davis
Manzanita Seed 1-3 Denise Beck
Manzanita Community 1-3 Micaela Reinstein
Manzanita Community 4-5 Randhawa Kirendeep
Edna Brewer 6-8 Darlene Smith-Walters
Edna Brewer 6-8 Caitlin Everett
Edna Brewer 6-8 Ismael Armendariz
Elmhurst Community Prep 6-8 Maria Guadalupe Blanco
Emerson/Sankofa TK-5 Cynthia Anderson
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Site Grade Level Teacher
Frick 6-8 Ian Marconi
Madison Upper Campus 6-8 Joann Jacob
Montera 6-8 Mathias Gordon
Roosevelt 6-8 Walter (Zane) Peterseim
Roosevelt 6-8 Molly Bloom
Roosevelt 6-8 Shawdee Rouhafza
United for Success 6-8 Rachel Gleason
Westlake 6-8 Eric Chorley
Westlake 6-8 Angela Badami
Westlake 6-8 James Riddle
Coliseum College Prep Academy (CCPA)
6-12 Kate Dillon
Coliseum College Prep Academy (CCPA)
6-12 Michael Delaney
Castlemont 9-12 Stella Kim
Castlemont 9-12 Steven Reaves
Castlemont 9-12 Michelle Gonzalez
Castlemont 9-12 Clifford Simmons
Fremont 9-12 Jessica Clarke
Fremont 9-12 Kristen Ramirez
McClymonds 9-12 Pat Calloway
Oakland High 9-12 Ben Siino
Oakland High 9-12 Karen Snider
Oakland High 9-12 Grey McIntosh
Oakland High 9-12 Ana Cope
Oakland Intl High 9-12 Ryan Pollock
Oakland Tech 9-12 Natalie Cooper
Oakland Tech 9-12 Keith Debro
Oakland Tech 9-12 Jennifer Borens
Academic and Social Competencies (ASC)
The Academic Social Competency Class is designed to support students that have mild to moderate academic, social and study/organizational deficits. It is considered a specialized Non-Severe Special Day Class.
Purpose
• To address academic and social/emotional deficits
• Provide daily direction instruction in executive functioning skills Academic Support/Executive Functioning and Social Skill Support
• Modified or intervention curriculum in reading, writing and math
• Focus on goal setting, sustained attention, task initiation/completion, organization, self-advocacy, communication and relationships.
Inclusion
• Students are included in accordance with their IEP, but typically 30-60% of the school day.
6 • For socialization opportunities, students are included for lunch, recess, assemblies and
field trips.
Site Grade Level Teacher
Emerson K-2 Krista Schulter
Emerson 3-5 Jennifer Dunn
Grass Valley 4-5 Roxanne Martinez
Bret Harte 6-8 Natalie Wendt
Bret Harte 6-8 Kristin Cole
Montera 6-8 Deborah Morris
Oakland Tech (upper campus) 9-12 Coriander Melious
Life Academy 9-12 Alexander Rice
Life Academy 9-12 Daniel Lovejoy
Language Enriched SDC (LE SDC)
The LE SDC is an elementary self-contained classroom that provides targeted instruction to students who have significant language delays. It is considered a M/M SDC program and students receive the general education curriculum/instruction.
Purpose
• To address the discrepancy between verbal abilities and performance
• To provide complete access to the common core standards while providing increased opportunities to expand expressive language skills
Language Instruction
• Students receive constant exposure to language and increased opportunities to respond using both verbal and non-verbal modes of communication.
• Speech/language services are provided both directly and indirectly through a consult model, in accordance with their IEPs.
Inclusion
• Students are included to the extent in which they benefit and in accordance with their IEP.
• For socialization opportunities, students are included for lunch, recess, assemblies and field trips.
Site Grade Teacher
Burbank Preschool Courtney Woolverton
Burbank Preschool Monica Del Rio
Markham Preschool Lara Lawrence
Markham K Robert McMillen
Markham 1-2 Andrea Durio
Grass Valley K-1 Julie Slater
Grass Valley 2-3 Joan Buhler
Grass Valley 4-5 Diana Culmer
Bella Vista K-1 Mai Young
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Site Grade Teacher
Bella Vista 4-5 Sophia Tai
Manzanita Community K-2 Vacancy
Reading Clinic
The reading clinic provides intensive research based instructional reading strategies to students in a small group setting. It supports students in grades 2-8 who have not responded to the school-based interventions.
Purpose
• Identify each student’s reading needs and then create appropriate intervention programs and partnerships with other students for small group work.
• Provide consistent, multi-sensory, systematic instruction in order to enhance processing abilities and build reading skills.
• Move students closer to or within the average levels of test scores upon post-testing.
• Coordinate with families and referring schools to support the students in their reading efforts.
Academic Support
• Pre- and post-test students to help monitor academic progress.
• Use Lindamood-Bell and Read Naturally intervention programs to address the students’ reading needs.
• Track the student’s progress on a weekly basis in order to modify instruction for continued progress.
• Use general education curriculum materials as often as possible in order to transition students smoothly back to their referring schools.
Inclusion
• General education teachers and the referring school’s special education staff are kept apprised of their students’ progress via phone calls, e-mails, and formal trimester progress reports in order to encourage communication which might facilitate inclusion of students.
• Students are excused from the Reading Clinic for all classroom fieldtrips and special activities and events involving the students’ regular classroom students.
Site Grade Teacher
La Escuelita Education Center 3-8 Aaron Stark Theresa Meagher Jill Neely
Steven Fitzgerald Chris Rondonet Daniel Silberstein
Redwood Heights 1-3 Kellie Staddart
8 High School M/M SDC Inclusion
The Special Day Class (M/M SDC) Inclusion Model offers students access to their grade level curriculum with general education supports.
What it looks like:
• Students work alongside their general education peers in A-G courses • Students are mainstreamed five to six periods out of a seven period day
• In ninth grade students are in one of Skyline’s four Atlas Houses. This small learning community shares a total of 120 students to better target instruction and support the transition from eighth to ninth grade
• In tenth through twelfth grade students matriculate to one Skyline’s three academies: Computer Academy, Education Academy OR Green Academy. These academies are small learning communities that are intended to create a tight knit cohort of students that work with one another for their high school careers with a team of teachers that share the students.
How students are supported:
• A learning specialist and Instructional Assistant work with the General Education teacher to support students in the general education courses.
• Students receive modify coursework, assessments and extended time to complete assignments.
• Students all have one study skills class (with their case manager) to access content, social/emotional needs and transitional services.
Teacher Grades Site
Eugenio Borgeson 9-12 Skyline
Chris Bloomfield 9-12 Skyline
Laura Badal 9-12 Skyline
Megan Robinson 9-12 Skyline
Resource
Resource Specialists conduct educational assessments and provide instruction and special education support services to students with mild to moderate disabilities who are assigned to general education classroom teachers for a majority of a school day. These students can range in age from birth through age 22 and have educational needs that have been identified in an Individualized Education Program (IEP) and/or Individualized Transition Plan (ITP) developed by the special education team.
The needs and goals of each student are designated by their Individual Education Plans (IEPs). In some cases, Resource Specialists “push into” their classes or provide consultation for their general education teachers. Other students benefit from “pull-out” time. In these cases, students visit an RSP classroom for part of the day, possibly every day or several times a week, to work on basic skills.
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NAME OF SCHOOL PROGRAMS TEACHER SUPPORT STAFF
ACORN Woodland RSP Eric Miller Maryann Vastag
Allendale RSP Johnny Tan
Jenine Ridgeway .
American Indian Charter RSP Leon Breckenridge Acoya Wade
Bella Vista RSP Nina Morente Anthony Uzoma
Bridges RSP Christine Rosen Elva Castillo
Brookfield RSP RoseMarie Boos Sophnay Martinelli
Burckhalter RSP Christine Rosen Acoya Wade
Carl Munck RSP Monica Harris Tamika Johnson
Chabot RSP Barbara Kass James Hunt
Cleveland RSP Leon Breckenridge Elva Castillo
Community United RSP Johanna Rudnick Renae Foster
Crocker Highlands RSP Ashley De Melo East Oakland Pride RSP Alejandro Arriaga East Oakland Leadership
Academy RSP Mary Lou Solecki
Emerson RSP Aiste Solly John Renwick
EnCompass Academy RSP Eric Miller Maryann Vastag
EOLA RSP Mary Lou Solecki
Esperanza RSP Matthew Alvarez Maria Curiel
Franklin RSP Rachel Massad Keisha Rhodes
Fred Korematsu RSP Rosemarie Boos Sophany Martinelli
Fruitvale RSP Linda Grayson Betty Reed
Futures RSP
Kimberly Lum and
Jerome Perry Casandra Cosby
Garfield RSP Jennifer Nguyen Hilda Menjivar
Glenview RSP Taggylee Bowers Rei Tran
Global Family RSP Taggylee Bowers Rei Tran
Grass Valley RSP Ian Simko Emma Jones
Greenleaf RSP
Lena Eckhoff and Dan
Harris Maria Gonzalez
Hillcrest RSP Shidah Rofan Annette Smith
Hoover RSP Karen Barrett Marta Silva
Horace Mann RSP Sam Martinez Isaac Tauaho
Howard RSP Ian Simko Emma Jones
Intl Community RSP Naomi Katz Rose Rosalea
Joaquin Miller RSP Adriene Hoag Joann Cooper
Kaiser RSP
Bethany Meyer and
Adarene Hoag Anne McGuinness
La Escuelita RSP Karen Barrett Marta Silva
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NAME OF SCHOOL PROGRAMS TEACHER SUPPORT STAFF
Laurel RSP Judy Wolfe Brandy Walls
Lincoln RSP
Deborah Nelson
Linda Grayson Morrell Smith
M.L.King Jr. RSP D'Ouita Woods Ardean Mundy
Manzanita Community RSP Kevin Ebach Rosalia Rodriguez
Manzanita Seed RSP Monci Albert
Markham RSP Rachel Massad Betty Reed
Montclair RSP Linda Belonger Vacancy
New Highland RSP Jerome Perry Yaminah Omari
North Oakland Community
Charter School RSP Rita Meagher
NOCCS Support Staff
Parker RSP Monica Harris Tamika Johnson
Peralta RSP Dan Harris Corey Alexander
Piedmont RSP Bethany Meyer Anne McGuinness
Place at Prescott RSP D'Ouita Woods Ardean Mundy
Reach RSP Matthew Alvarez Maria Curiel
Redwood Heights RSP Valeria Haro Matthew Butler
Rise RSP Johanna Rudnick Renae Foster
Sankofa RSP Kyoko Utsomi Yen B. Tran
Sequoia RSP Mason McKinley JoAnn Cooper
Madison Lower Campus RSP Catherine Douat
Think College RSP Naomi Katz Rose Rosalea
Thornhill RSP Danielle Schisler Carolyn Person
Vincent Academy RSP Richelle Porter Lynnette Knight
Middle
NAME OF SCHOOL PROGRAMS TEACHER SUPPORT STAFF
Alliance RSP Tiffany Chan
Lorainne Savattone (0.7)
Owana Trimma
Bret Harte RSP Amaru Moses
Claire Lesnick
Rachel Manning Stephanie Cansler
CCPA RSP Rachel Korschun Jose Mendoza
CCPA RSP Paul Callis Vacancy
Claremont RSP Linda Higgins Thomi McCray
ECP RSP Shamela McClain
Jerome Ryan
Bettina Yee
Edna Brewer RSP Andrew Dryer Sue Getreuer
Edna Brewer RSP Mark Airgood Dale Lewis
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James Madison RSP LaDonna Byers
Richelle Porter Vacant
Audrey Phillips-Hornes
Melrose RSP Sergi Calavia Elvira Calderon
Montera RSP Elyse Dill Rynhound
Hanna Pasafuime Shandra Lamotte
Nekeya Murray Bunthorn Oew Lani Long Oakland Charter Academy RSP Jerome Ryan
Roosevelt RSP Hailee Lanker
Audrey Arthur
Ryan Pham Vacant
Roots RSP Stephan Smith Catherine Green
United for Success RSP John Reafleng Shirley Smith
Urban Promise/Oakland Charter Middle
RSP Raisi Zambrano Chao Jun Huang
West Oakland MS RSP Gigi Gikas Dawn Ajekuko
Westlake RSP Neku Pogue Mary Ann Wagner
Westlake/Community Day RSP Kristin Psiaki
High School
NAME OF SCHOOL PROGRAMS TEACHER SUPPORT STAFF
American Indian RSP Lorainne Savattone
Arise RSP Ericka Castillo
Bay Tech/E.L./Rudsdale RSP Andrew Benz DeAndre Cole
Bunche RSP Yvonne Hodge
Castlemont RSP Clarissa Chan Martin Rochin
Castlemont RSP Ariel Brown Sam Saelee
CCPA RSP Rachel Korschun Jose Mendoza
Community Day/Dewey RSP Johnetta Wimberly
Civicorps RSP Isabel pelayo
Fremont RSP Beth Suddreth
Edward Holohan Lida Kem-Lam Marcella Evans Life Academy/Oakland International RSP Lorraine Savattone
Life Academy RSP Lindsay San Martin
Madison Park Upper RSP Richelle Parker
McClymonds RSP Kevin O’Neil Charles Simmons
Metwest RSP (ASIP) Sara Heller Ana Villalobos
Vacant Oakland Charter/Oakland
Tech
RSP Moss Hahn Elizabeth Hemmel
Oakland High RSP Payton Carter
Jessie Muldoon Daniel Park Amy Wilder Jessican Garen Samson Yang Tu Tran Dyanasha McCree
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NAME OF SCHOOL PROGRAMS TEACHER SUPPORT STAFF
Oakland Tech RSP Elizabeth Wiemels Maria Ester Galicia
Oakland Tech RSP Mary Greene
Brooke Rocke Abraham Habte Kawamee Stamp Skyline Skyline RSP RSP Matt Clark Sam Hopkins Laurel Horton Rachel Simon-Bryant Kristi Wright Maryann Sierra Oluranti Ibidapo Harin Hearing
Sojourner Truth RSP Mia Williams Pamela Arriera
Street Academy RSP Cherin Kelley (.6)
Moderate/Severe Programs Moderate/Severe SDC (M/S SDC)
The M/S SDC is a self-contained class that serves students with significant disabilities, which focuses on functional skills and communication
Purpose
• To teach self-help and daily living skills, such as dressing/undressing, toileting and basic hygiene skills.
Academic Support
• Alternative curriculum Inclusion
• Students are included to the extent in which they benefit and in accordance with their IEP • For socialization opportunities, students are included for lunch, recess, assemblies and
field trips. Transitional Programs
The Transitional Program (“sometimes referred to “tweener”) is a self-contained classroom for students with moderate disabilities. This program provides some academic instruction in addition to a functional skills curriculum. When appropriate, students are mainstreamed into general education classrooms for both academic and non-academic settings, (such as physical education, lunch, recess, etc.) for any part of the school day.
Site Grade Level Teacher
Burbank Preschool Azi Gamez
Burbank Preschool Donna Wolfe
Montclair Preschool Bev Rubini
Korematsu Preschool Una Less
Korematsu K-1 Hilda Oparaocha
Bella Vista 1-3 Jocelyn Garcia
Bella Vista 4-5 David Takeuchi
Brookfield 1-3 Deborah Campbell
Brookfield 3-5 La’Porshi Harris
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Site Grade Level Teacher
Franklin 3-5 Sherry Jacobs
Garfield K-2 Catherine Perillo
La Escuelita 1-3 Natalie Morris
MLK 1-3 Barbara Rabb
MLK K-2 Valerie Hite-Smith
MLK 4-5 Sarah Davis
Piedmont Ave K-1 Kathleen Hutchinson
Piedmont Ave 3-5 Coco Kelley
Bret Harte 6-8 Sayuri Sakamoto
Claremont 6-8 Stacey Fong
Roots 6-8 Jacqueline Brown
Westlake 6-8 Monique Painton
Oakland High 9-12 Michael Vuksinich
Castlemont 9-12 Junstina Ogbu
Oakland Tech (Transitional) 9-12 Denise Holladay
Oakland Tech 9-12 Julian Lucas
Skyline 9-12 Helena Segal
Skyline (Transitional) 9-12 Amy Burns
Special Day Class (SDC)-Autism
The Special Day Class-Autism is a self-contained class designed to support students with moderate-severe impairments and social-cognitive deficits.
Purpose:
• To address verbal behavior deficits and cognitive delays Academic Support
• With the use of Applied Behavior Analysis, students are taught using methods such as Discrete Trial Training, Natural Language Paradigm and TEACCH method.
• Students are provided curricular modifications and/or intervention curriculum Inclusion
• Students are included in academic periods to the degree in which they will benefit. • Students are included in social opportunities, such as but not limited to: lunch, recess,
assemblies and fieldtrips
Site Grade Level Teacher
Burbank Preschool Alana McDonough
Burbank Preschool Jane Woo
Burbank Preschool Melanie Barnett
Burbank Preschool Melissa Schwab
Burbank Preschool Queen Igbinake
Burbank Preschool Nnenna Okezie
Burckhalter Preschool Linda Phan
Burckhalter K-2 Katherine Wilson
Burckhalter 3-5 Heidi Bratton
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Site Grade Level Teacher
Brookfield 3-5 Vacancy
Emerson Preschool Laura Quesada
Emerson K-2 Caitlin Healey
Emerson 3-5 Susan McWilliams
Sankofa Preschool Andy Carlson
Sankofa K-2 Traci Grizzle
Sankofa 3-5 Laura Aranda
Howard K-2 Dorian Laird
Howard K-2 Moncia Novak
Howard 3-5 Matthew Monteen
Thornhill K-2 Liana Nelson
Roosevelt 6-8 Rene Carranza
Claremont 6-8 Benjamin Woodside
Edna Brewer 6-8 Andrea Davis
Skyline 9-12 John Gillette
Skyline 9-12 Marcus Price
Moderate/Severe Inclusion
The SH Inclusion program is designed to support students with moderate to severe disabilities in the general education setting as much as appropriate.
Purpose:
• To address academic and social/emotional deficits
• Provide daily direction instruction in executive functioning skills Academic Support/Executive Functioning and Social Skill Support
• Modified curriculum in reading, writing and math
• Focus on goal setting, sustained attention, task initiation/completion, organization, self-advocacy, communication and relationships
• Build community and life skills Inclusion:
• Students are included in academic periods to the degree in which they will benefit, typically with a modified version of the same academic tasks.
• Students are included in social opportunities, such as but not limited to: lunch, recess, assemblies and fieldtrips
Site Grade Level Teacher
Carl Munck K-5 Kimberly Hood
Garfield K-5 Stephan Raser
Montera 6-8 Celina Andrade
Bret Harte 6-8 Florence Grey
Skyline 9-12 Luke Kramschuster
Skyline 9-12 Stacey Dane
Oakland Tech 9-12 Brian Pfieffer
15 Deaf-Hard of Hearing SDC (D-HOH SDC)
The Oakland Unified School District Deaf and Hard of Hearing Program (D/HH) provides a variety of programs and services designed to meet the individual needs of a wide spectrum of hearing impaired students. This encompasses students from birth through 21 years old, whose hearing impairment, even with correction, adversely affects educational performance.
Program Options
Infant Program: This program provides both home and center based instruction from birth to three years old. Parent support and education are key parts of the program. Preschool: This program is designed for hearing impaired students three through
5 years old. The goal is development of linguistic competence, communication skills and auditory/Verbal skills. The program uses a total communication system including sign language and oral
communication. Students have the opportunity to integrate with age appropriate hearing peers. Both classroom instruction and home support are provided.
Special Day Class Programs. Classes for the hearing impaired students are available at designated elementary and middle schools. Credentialed teachers of the deaf provide instruction designed for continued language development in the student’s primary mode of communication, English Language acquisition and access to core educational
curricula. Students are placed in SDC classes with age appropriate deaf and hard of hearing peers, ensuring communication access to a critical mass of peers. Students have the opportunity for mainstreaming with hearing peers. Educational Interpreters are available for students taking classes in the regular education program. Home support as well as sign language classes are available for families.
Secondary Programs: High school aged deaf students are most often referred to the
California School for the Deaf in Fremont in order to have access to increased opportunities for socialization with a larger group of deaf peers. Students who choose to remain in
Oakland Public Schools are placed in the most appropriate program to meet their needs and support services such as educational l interpreters and itinerant services.
Itinerant Programs. Some hard of hearing students attend their neighborhood schools. These students receive support services from itinerant teachers of the deaf. Services may include support of classroom FM systems, auditory skill development, academic support and consultation to teach and parents.
Site Grade Teacher
Burbank Preschool Diana Montes
Franklin K-1 Connor Cummins
Franklin 2-4 Sami
Bret Harte 6-8 Chyna Wison
16 Visually Impaired SDC/Inclusion
The Visually Impaired Program, Oakland Unified School District, provides a variety of programs and services designed to meet the individual needs of a Wide spectrum of visually impaired students. The term visually impaired includes both partially seeing and blind students. Students from birth through age 21 are eligible for these services.
Programs Options
Infant Program: This program provides both home and center based instruction. The infant program is designed to encourage the visually impaired chi1d’s awareness of the world and emerging learning style. Parent support and education are key parts to the program.
Preschool Program: This program is designed for visually impaired students aged 3-5. The preschool program provides both classroom instruction and home support. The goal is to help young Visually impaired students function their highest possible level before they enter age appropriate school programs.
Special Day Mainstream Programs: Visually impaired students are enrolled in designated elementary, middle school and senior high school in special day classes. Students are mainstreamed into regular classes for varying degrees of the school day. The special day resource room contains specialized materials and equipment designed especially for visually impaired students and has a full time teacher of the visually impaired available to facilitate the students’ educational program. During one or more periods of the school day, instruction may be offered in the specialized subjects such as Braille, visual efficiency, typing and computers Itinerant Programs: Some Visually impaired students attend their neighborhood school. These students may receive instruction/services at specific times from itinerant teachers of the visually impaired. Listening skills, visually efficiency, use of specialized equipment and academic skills may be taught. Itinerant teachers work closely with school staff to ensure program objectives are met and materials are available so that students may function effectively in their classroom.
Orientation and Mobility: O&M training prepares students to travel independently in a safe and efficient manner at school, in their community and on public transportation. Specialized instruction might also focus on living skills. Information regarding the development and reinforcement of these skills will be shared with educators and parents.
Orientation and MobilityTeachers: Chan, Winny
Sinclair, Jody - Jen Whitelaw is temp Gessow, Lisa
Services: Specialized instructional materials and equipment are provided as appropriate. Books in Braille, large print and recorded format, Braille Writers, magnification, large print typewriters, adapted computers and other state of the are equipment may be provided.
17 Teachers of the Visually Impaired
Leah Mitsuyoshi Michelle Moore Mary (Toni) Rosso Ruby Simmons
Site Grade Teacher
Glenview Preschool Sandy Ratto
Glenview K-5 Negin Ghazizadeh
Glenview K-5 Brianne Stockman
Bret Harte 6-8 Sheila Brethauer
Skyline 9-12 Ben Chamberlin
Deaf and Hard of Hearing (D/HH)
The Oakland Unified school District Deaf and Hard of Hearing Program (D/HH) provides a variety of programs and services designed to meet the individual needs of a wide spectrum of hearing impaired students. This encompasses students from birth through 21 years old, whose hearing impairment, even with correction, adversely affects educational performance
Program Options
Infant Program: This program provides both home and center based instruction from birth to three years old. Parent support and education are key parts of the program.
Preschool: This program is designed for hearing impaired students three through years old. The goal is development of linguistic competence, communication skills and auditory/verbal skills. Utilizing a total communication (sign language and oral communication). Students have the opportunity to integrate with age appropriate hearing peers. Both classroom instruction and home support are provided.
Special Day Class Programs
Classes for the hearing impaired students are available at designated elementary and middle schools. Credentialed teachers of the deaf provide instruction designed for continued language development in the student’s primary mode of communication, English Language acquisition and access to core educational curricula. Students are placed in SDC classes with age appropriate deaf and hard of hearing peers, ensuring communication access to a critical mass of peers.
Students have the opportunity for mainstreaming with hearing peers. Educational Interpreters are available for students taking classes in the regular education program. Home support as well as sign language classes is available for families
Secondary Programs: High school aged deaf students are most often referred to the
California School for Deaf in Fremont in order to have access to increased opportunities for socializations with a larger group deaf peers. Students who choose to remain in
18 Oakland Public Schools are placed in the most appropriate program to meet their needs and support service such as educational l interpreters and itinerant services.
Itinerant Programs. Some hard of hearing students attend their neighborhood schools. These students receive support services from itinerant teachers of the deaf. Services may include support of classroom FM systems, auditory skill development, academic support and consultation to teach and parents.
Teachers of the Hearing Impaired:
Rebecca Del Bono Katy Givler Lisa Sully Shelly Sugimoto Lara Lawrence
Technology and Augmentative Communication for Learning Enhancement (TACLE) SDC TACLE students are taught in a self-contained SDC setting. Students are taught using an
appropriate curriculum, which is adapted to their unique needs. The emphasis is on
communication using customized augmentative communication systems and assistive technology that enhances learning.
Purpose
• To address and develop for each student a multimodal customized,
augmentative/alternative communication (AAC) system(s) enabling interaction at school, home, and in the community.
• To identify for each student the necessary assistive technology (AT) for optimal access to the curriculum.
• To address and maintain academic focus utilizing AAC/AT. Academic Support
• Students are supported in all areas of their day using varied communication and stimulation devices. The students are working on academic, functional, and life skills. • Students receive assistive technology support throughout their day and as they go into
inclusion settings.
• Students are working in small groups with the teacher and support staff. The students receive alternative and/or intervention curriculum
Inclusion
• When appropriate, students are mainstreamed into general education classrooms. They are also mainstreamed into general education in non-academic settings for any part of the school day.
Site Grade Level Teacher
Redwood Heights 3-5 Stephanie Taymuree
Redwood Heights K-3 Maureen Gilhooly
Claremont 6-8 Santiago Bustamante
19 Early Start Infant Program
OUSD Early Start Infant Program provides services to infants and toddlers ages 0-3years. Our program supports infants who are identified as having a solely low incidence disability such as Deaf Hard of Hearing, Visual Impairment or Orthopedic Impairment. Once a child is referred to our program, the team (parents and professionals) creates an IFSP (Individualized Family Service Plan) to set the service plan. The IFSP is designed to support the infant's development, the family’s understanding of the infant's disability and how the family can support the infant’s development. Possible services offered are home visits with a deaf hard of hearing teacher, teacher for the visually impaired or infant development specialist. As needed other services might include speech and language therapy, Toddler Center Class or our Little Steps Playgroup. The Toddler Center Class is for our Deaf Hard of Hearing toddlers who need a total
communication environment that includes both ASL sign language as well as spoken language. The Toddler class is held 3 mornings a week. The Little Steps Playgroup is a once a week playgroup for children with disabilities who would benefit from a socialization opportunities. The playgroup supports the child's overall development, social development and allows for opportunities for the parents to meet and make connections with other families with children with special needs.
Site Age Teacher
Burbank 0-3 Jennifer Watt
Burbank 0-3 Katherine Givler
Burbank 0-3 Lara Lawrence
Young Adult Programs
Community Immersion Program (CIP) and Community Mainstream Program (CMP) The Young Adult Program is a transition program for students with moderate to severe disabilities aged 18-21 years. The overall goal of the program is to support students become independent young adults in the community through opportunities for (a) job/vocational training, (b) post-secondary school education, (c) mobility training, (d) instructions on various
independent living skills in the community, and (e) self-determination skills.
There are 2 kinds of Young Adult Programs: (a) Community Immersion Program (CIP) is a full community inclusion program where students are in the community 80% - 100% of the time. The community serves as the “big” classroom where instruction takes place “in-vivo” for students to acquire, maintain and generalize life skills. (b) Community Mainstream Program (CMP) is a part-time community inclusion program where students are taught life skills in the community in less than 80% of the time due to medical and behavioral challenges. Both programs subscribe to the same transition goals and both are driven by students’ dreams for the future.
Site Grade Teacher
CIP 1 Laney Young Adult Adam Packer
CIP 2 Merritt Young Adult David Cammarata
20
CIP 4 Merritt Young Adult Jennifer Matsuoka
CIP 5 College of Alameda Young Adult Patricia Natale
CIP 6 Foster Young Adult Pauline Nishi
CIP 7 Highland Hospital Young Adult Virginia Vance Bonham
CMP 1 Defermery Young Adult Cale Davis
CMP 2 Foster Young Adult Bryan Payne
CMP 3 Foster Young Adult Jeffrey Parker
CMP 4 Foster Young Adult Christine Morris
Mental Health Programs Counseling Enriched SDC (CEP)
The Counseling Enriched Special Day Class (CESDC) Program is an integrated education and mental health program for students diagnosed with serious mental health disorders.
Purpose
• The primary objective of the CESDC program is to promote academic achievement through helping students overcome the emotional, behavioral, social and cognitive barriers that may prevent academic progress in school.
• CESDC classes provide individual and group therapy provided by Psychiatric social workers and therapeutic clinicians
Site Grade Level Teacher
Martin Luther King 1-3 Leonard Hooper
Howard 4-5 Elizabeth Cerebinio
Place @ Prescott 4-5 Denisa Dummet
Edna Brewer 6-8 Mariano Gonzales
Frick 6-8 Christine Anderson
Roots International 6-8 Persephone Hintlian
Fremont 9-12 Evelyn Summage
McClymonds 9-12 Ian Stevens
Oakland Tech 9-12 Timothy Broderick
Oakland Tech 10-12 Aaron Shumaker
Skyline 9-12 Kari Menez
School Based Day Treatment Program
(Intensive Counseling Enriched Special Day Class Program)
The Intensive Counseling Enriched Special Day Class program serves students who have severe mental health disorders requiring intensive therapeutic interventions. These students meet eligibility for special education under emotional disturbance.
21 • These self-contained classes are instructed by district teachers who partner with
specialized therapeutic agencies, such as East Bay Agency for Children, Fred Finch Center, Lincoln Child’s Center and Seneca Center to meet the academic and emotional needs of students, allowing them opportunities to achieve success on a public school campus.
Site Grade Level Teacher
Lafayette K-1 Josie Sommers
Hoover 1-3 Hannah Anderson
Sequoia 3-5 Nicole Mayo
Think College Now 4-5 Steven Litman
Hoover 4-5 Marisol Ortiz Melendrez
Urban Promise Academy 6-8 Jessica Baer
Montera 6-8 Cesar Salgado
Westlake 6-8 Lawrence Williams
Fremont 9-12 Gary Harris
Fremont 9-12 Rahim Harris
Oakland High 9-12 Katherine Bynum
22
Coordinator/Program Specialist Assignments
Autism/Severely Handicapped K-8 Coordinator: Neena Bawa
Beverley Jenkins: ASIP/SH Inclusion/ASC
School Site Program Grade Teacher
Emerson ASC K-2 Krista Schluter
Emerson ASC 3-5 Jennifer Dunn
Grass Valley ASC 3-5 Roxanne Martinez
Bret Harte ASC 6-8 Kristin Cole
Bret Harte ASC 6-8 Natalie Wendt
Montera ASC 6-8 Deborah Morris
Carl Munck ASIP K-5 Amanda Seaton
Carl Munck SH Inclusion K-5 Kimberly Hood
Chabot ASIP K-5 Natalie Weinberger
Joaquin Miller ASIP K-5 Johna Fernandez
Crocker Highland ASIP K-5 Kasey Kaufman
Encompass/Hillcrest ASIP K-5 Lauren Biga
Piedmont Ave ASIP K-5 Christeen Tracy
Sequoia ASIP/SH INCL K-5 Sonia Thatcher
Edna Brewer ASIP 6-8 Reanna Couts
Hillcrest ASIP K-8 Melissa Barrett
Montera ASIP 6-8 Karen Bruin
Montera SH INCL 6-8 Celina Andrade
Bret Harte SH INCL 6-8 Florence Grey
Garfield SH INCL K-5 Stephen Raser
Jennifer Blake: AUT SDC/SH
School Site Program Grade Teacher
Emerson STARS Pre K Anna Wolfe
STARS K-2 Caitlin Healey
STARS 3-5 Susan McWilliams
Howard AU SDC STARS K-2 Monica Novak
AU SDC K-2 Dorian Laird
AU SDC 3-5 Mathew Monteen
Thornhill AU SDC STARS K-2 Liana Nelson
Sankofa AU SDC K-2 Traci Grizzle
AU SDC 3-5 Laura Aranda
AU SDC PreK Vacant
Integrated PreK Tatiana Borda
Burckhalter AU SDC K-2 Katherine Wilson
AU SDC 3-5 Heidi Bratton
23
School Site Program Grade Teacher
Brookfield AU SDC K-2 Jake Hall
AU SDC 3-5 Vacant
Claremont TACLE 6-8 Santiago Bustamante
Claremont AUT SDC 6-8 Ben Woodside
Edna Brewer AUT SDC 6-8 Andrea Davis
Roosevelt AUT SDC 6-8 Rene Carranza
Joshua Staub: M/S SDC
School Site Program Grade Teacher
Brookfield M/S SDC 3-5 La’Porsha Harris
M/S SDC K-2 Deb Campbell
Bella Vista TACLE K-2 Jocelyn Garcia
M/S SDC 3-5 David Takeuchi
Franklin TRANSITIONAL K-2 Karen Gross
M/S SDC 3-5 Sherry Jacobs
Garfield M/S SDC K-2 Catherine Perillo
Glenview M/S SDC VI K-3 Negin Ghazizadeh
Piedmont M/S SDC K-2 Kathleen Hutchinson
Piedmont M/S SDC 3-5 Coco Kelley
La Escuelita M/S SDC 1-3 Natalie Morris
MLK M/S SDC 2-4 Sarah Davis
MLK M/S SDC 3-5 Barbara Rabb
MLK M/S SDC K-2 Valerie Hite-Smith
Claremont M/S SDC 6-8 Stacey Fong
Roots International M/S SDC 6-8 Jackie Brown
Bret Harte M/S SDC 6-8 Sayuri Sakamoto
Westlake M/S SDC 6-8 Monique Painton
Redwood Heights TACLE 3-5 Stephanie Tiaymuree
24 Elementary Non- Severe Programs
Program Coordinator: Melissa Williams
Program Specialist: Richard Friedman and Cary Kaufman Site Program Grade
Level
Teacher Program Specialist
American Indian RSP K-5 Sarah Somers Cary Kaufman
Acorn RSP K-5 Eric Miller Richard Friedman
Acorn M/M SDC 1-3 Nora Magnusen Richard Friedman
Acorn M/M SDC K Kim Sharrar Richard Friedman
Allendale RSP K-5 Richard Friedman
Bella Vista RSP K-5 Cary Kaufman
Bella Vista M/M SDC K-1 Mai Yang Cary Kaufman
Bella Vista M/M SDC 2-3 Christina Marchetti Cary Kaufman
Bella Vista M/M SDC 4-5 Sophia Tai Cary Kaufman
Bridges RSP K-5 Samuel Martinez Cary Kaufman
Brookfield RSP K-5 Jerome Perry Richard Friedman
Brookfield M/M SDC K-5 Effie Thomas Richard Friedman
Burckhalter RSP K-5 Sarah Somers Cary Kaufman
Carl Munck RSP K-5 Monica Harris Richard Friedman
Chabot RSP K-5 Barbara Kass Cary Kaufman
Cleveland RSP K-5 Christine Rosen Cary Kaufman
Cleveland M/M SDC K Mary Schriner Cary Kaufman
Community United RSP K-5 Cary Kaufman
Crocker RSP K-5 Ashley DeMelo Richard Friedman
Emerson RSP K-5 Aiste Solly Richard Friedman
Encompass RSP K-5 Eric Miller Richard Friedman
EOLA RSP K-5 Mary Lou Solecki Cary Kaufman
E. Oakland Pride RSP K-5 Alejandro Arriga Richard Friedman E. Oakland Pride M/M SDC 1-3 Connie Lim Richard Friedman E. Oakland Pride M/M SDC 4-5 Lois Corrin-Lafayette Richard Friedman
Esperanza RSP K-5 Rose Boos Richard Friedman
Franklin RSP K-5 Natalie Klinger Cary Kaufman
Franklin D/HoH K-2 Connor Cummins Cary Kaufman
Franklin D/HoH 3-5 Cary Kaufman
Fruitvale RSP K-5 Kulsoom Mirza Richard Friedman
Fruitvale M/M SDC K Kelsey Johnson Richard Friedman
Fruitvale Integrated K Richard Friedman
Fruitvale M/M SDC 1-3 Renee Hayes Richard Friedman Fruitvale M/M SDC 4-5 Krystal Thompson Richard Friedman
Futures RSP K-5 Kimberly Lum Richard Friedman
Garfield RSP K-5 Jennifer Nguyen Cary Kaufman
Glenview RSP K-5 Taggy Lee Bowers Richard Friedman Glenview VI-Incl K-5 Brianne Stockman Richard Friedman Global Family RSP K-5 Taggylee Bowers Richard Friedman
25 Site Program Grade
Level
Teacher Program Specialist Global Family M/M SDC 1-3 Michelle Lee-Singer Richard Friedman Global Family M/M SDC 4-5 Brain Greene Richard Friedman
Grass Valley RSP K-5 Ian Simko Cary Kaufman
Grass Valley M/M SDC-LE
K-1 Julie Slater Cary Kaufman
Grass Valley M/M SDC-LE
2-3 Joan Buhler Emily Greene
Grass Valley M/M SDC-LE
4-5 Diana Culmer Cary Kaufman
Greenleaf RSP K-5 Lena Eckhoff Richard Friedman
Hillcrest RSP K-5 Shideh Rofan Cary Kaufman
Hoover RSP K-5 Karen Barrett Richard Friedman
Horace Mann RSP K-5 Samuel Marinez Cary Kaufman
Howard RSP K-5 Ian Simko Cary Kaufman
International Community School
RSP K-5 Naomi Katz Cary Kaufman
Joaquin Miller RSP K-5 Mason McKinley Richard Friedman Joaquin Miller M/M SDC 4-5 Denise Beck Richard Friedman
Kaiser RSP K-5 Bethany Meyer Cary Kaufman
Korematsu RSP K-5 Rose Boos Richard Friedman
La Escuelita RSP K-5 Karen Barrett Cary Kaufman
Lafayette RSP K-5 Natalie Klinger Richard Friedman Lafayette M/M SDC 1-3 Steve Butler Richard Friedman Lafayette M/M SDC 4-5 Jacqueline Smith Richard Friedman
Laurel RSP K-5 Judy Wolfe Cary Kaufman
Lincoln RSP K-5 Deborah Nelson Richard Friedman
Manzanita Comm. RSP K-5 Cary Kaufman
Manzanita Comm. M/M SDC 1-3 Micaela Reinstein Cary Kaufman Manzanita Comm. M/M SDC 4-5 Kirendeep Rhandawa Cary Kaufman
Manzanita Comm. LE 2-3 Robin Morgan Cary Kaufman
Manzanita Seed M/M SDC 1-3 Michelle Remy Cary Kaufman
Manzanita Seed RSP K-5 Cary Kaufman
Manzanita Seed M/M SDC K-5 Paul Davis Cary Kaufman
Markham RSP K-5 Kulsoom Mirza Cary Kaufman
Markham M/M
SDC-LE
K-1 Robert McMillan Cary Kaufman
Markham M/M
SDC-LE
1-2 Andrea Durio Cary Kaufman
MLK RSP K-5 D’Ouita Woods Richard Friedman
Montclair RSP K-5 Linda Belonger Richard Friedman
New Highland RSP K-5 Jerome Perry Richard Friedman
NOCCS RSP K-5 Rita Meagher Richard Friedman
26 Site Program Grade
Level
Teacher Program Specialist
Peralta RSP K-5 Dan Simon-Harris Cary Kaufman
Piedmont RSP K-5 Bethany Meyer Cary Kaufman
PLACE@Prescott RSP K-5 D’Ouita Woods Richard Friedman
REACH RSP K-5 Matthew Alvarez Richard Friedman
Redwood Heights RSP K-5 Valeria Haro Cary Kaufman
Redwood Heights M/M SDC-LMB
1-3 Kellie Stoddart Cary Kaufman
Redwood Heights M/M SDC-LMB
4-5 Monica Alcala Cary Kaufman
Rise RSP K-5 Cary Kaufman
Sankofa RSP K-5 Kyoko Utsomi Cary Kaufman
Sequoia RSP K-5 Mason McKinley Richard Friedman
Madison Lower Campus
RSP K-5 Catherine Douat Richard Friedman
Think College Now RSP K-5 Naomi Katz Cary Kaufman
Thornhill RSP K-5 Danielle Schislter Cary Kaufman
27 Secondary Programs
Barbara Boyd – Coordinator
Athena Coleman Peggy Forbes Dennis Nelson
Bay Tech (Charter) Alliance American Indian
Bunche American Indian (Charter) Arise (Charter)
Cal Safe Claremont Frick
Castlemont HS CCPA Gateway (Laney)
Dewey Bret Harte Life Academy
Edna Brewer Oakland Charter Academy Met West
Electronic Learning (S. Truth) Melrose Leadership Oakland Charter MS/HS Fremont Madison Park, Upper Side Oakland International
Sojourner Truth Montera Oakland Tech
McClymonds Roosevelt Skyline
Oakland Community Day Roots International Street Academy
Oakland High Westlake United for Success
Rudsdale ECP
Urban Promise
West Oakland Middle
Ophelia Gomez (See page 21 for details)
Young Adult Programs High School SH Programs
Community Immersion Program (CIP) SDC/SH: Castlemont, Oakland High, Oakland Technical , Skyline
Community Mainstream Program (CMP) SDC/SH, Transitional: Castlemont, Oakland High, Oakland Technical, Skyline
SDC/SH, Autism: Skyline
SDC/SH, TACLE: Oakland High SH Inclusion: Oakland Tech, Skyline
28 Mental Health/Non-Public School K-12
Coordinator: Bernice Stanley Non-Public School
Sites
Dominic Cacioppo John Marconi Shirley Priestley Fremont High School
(DT) #302 Rahim Harris
Para: Antionette Ross Para Team: Lincoln Child Center
Fremont High School (CE) #302
Evelyn Summage IS: DeAnna Haley SW: Katie Elmore Edna Brewer Middle School (CE) #210 Mariano Gonzalez IS: Raquel Johnson SW: Poonam Prasad Fremont High School
(DT) #302 Gary Harris
IS: Demetrius Hassan Para: Edeki Ohimai Para Team: Lincoln Child Center
Sequoia Elementary School (DT) #151 Danielle Thompson Para: Aaron Pratt II Para Team: E.B.A.C
Frick Middle School (CE) #203 Christina Anderson IA: Nosa Okunmwendia SW: Cate Lewis McClymonds High School (CE) #338 Celeste Fendell IS: Monika Malone SW: Kimberly Hendricks
Skyline High School (CE) #306
Karie Menez
IS: Simortha Thoeux SW: Noa Mandell Hoover Elementary School 1-3 (DT) #170 Hannah Anderson Para: Vacant Para Team: Lincoln Child Center Montera Middle School
(DT) #211 Cesar Salgado IA: Karen Peters IS: James Bragg
PARA Team: Fred Finch
Skyline High School (DT) #306
Nicole Edwards IS: Michael Butler Para Team: Fred Finch
Hoover Elementary School 4-5 (DT) #170 Marisol Ortiz- Melendrez Para: Yesenia Montoya
Para Team: Lincoln Child Center Oakland Tech High
School (CE) #305 Timothy Broderick IA: Dora Hopson SW: Steven Graham
T.A.P Center (OP) 975 Celeste Fendell
IA: Neena Jacob SW: Genevieve Higgind-Rels Howard Elementary School (CE) #166 Elizabeth Cerabinio IS: Vacant SW: Janet Wood Oakland Tech Fashion
(CE) #305
Aaron Shewmaker IS: Dedra Hunt
Think College Now (DT) 190
Stephen Litman IS: Kevin Brying
Lafayette
Elementary (DT) #129
29 SW: Kristen Woods Para Team: E.B.A.C Para: Gail
McGinnis Para Team: E.B.A.C Place @ Prescott (CE)
#183
Denisa Dummet IA: Angela Lopez SW: Eden Marchant
Urban Promise Academy (DT) 236 Jessica Baer
Para: LaTrae Wilson Para Team: Fred Finch
M.L. King Jr. ES School (CE) #182 Leonard Hooper IS: Antonio Brooks SW: Christine Anderson Roots International MS
(CE) #226
Persephone Hintlian IA: LaVelle Spence SW: Christine Miksza
Westlake Middle School (DT) #213 Lawrence Williams IS: Cameron Alexander IA: JT Bullock Jr. Para Team: Fred Finch
Oakland High School (DT) #304 Katherine Bynum IS: Viseth Yi IA: Pamela Wise Para Team: Fred Finch
30
Psychological Services Department
The Psychological Services Department supports both special and general education students, the Diagnostic Center, public/charter school sites, and parents in a variety of important areas,
including: assessment; site-based counseling; consultation; and training. Assessment
School psychologists conduct psycho-educational evaluations to help determine students’ eligibility for Special Education services. Additionally, School Psychologists evaluate students at-risk for suicide and threat of violence.
Counseling
Psychological Services staff provides individual/group counseling to students, as well as crisis intervention when schools are impacted by critical incidents.
Consultation
Psychologists consult with parents and school staff around interventions related to student behavior and mental health. Recently, the department has implemented Collaborative Problem Solving, using a psychologist as consultant approach to building teacher efficacy around managing student behavior.
Training
School Psychologists develop and present workshops for parents and staff in the areas of learning disabilities, behavioral, and mental health.
Psychologist Site Assignments:
Site Psychologist Site Psychologist
Allendale Hagle, Sarah Autism Lauren, Karin
Svenson, Alisa
Acorn Woodland/ Encompass
Early, Liam Reed, Jocelyn
Bella Vista De Vera, Sarah Bilingual/Spanish Martinez, Kelley Bilingual/Cantonese Wong, May
Bret Harte MS Bobino, Javarte Brewer MS Cyhanenko, Natalie Bridges at Melrose Paranatantiri, Lalita Weaver, Barbara
Brookfield Welch, Caty Bunche Jennings, Saundria
Burckhalter Weaver, Barbara Castlemont HS Walker, Christina
Chabot Porter, Jennifer Akbar, Aaliyah
McGee, Anna Charter Walker, Christina
CCPA Perez, Simone Outlaw, Heather
CIP/CMP Akbar, Aaliyah
Valentine,Florence Cleveland Dalebout, Nicholas
Claremont Porter, Jennifer CUES Bobino, Javarte
Crocker Highlands Bao-Paluck, Krinstina Dewey Perez, Simone Diagnostic Bissey, Marci East Oakland Pride Flores, Wendy
31
Site Psychologist Site Psychologist
Hansen, Katie EBAC Magdaleno, Lilia
Wong, May Emerson Hagle, Sarah
Winston, Marla Esperanza Reed, Jocelyn
Svenson, Alisa Weiland, Gwen
Elmhurst/Alliance Wingston, Marla Franklin Bao-Paluck, Kristina Fremont HS Valentine, Florence Frick Robertson, Shayla
Fruitvale Early, Liam Float Bao/Reed/Weiland
Futures Kosmos, Katherine Glenview Leung-Wong, Melissa
Rocchi, Nicole Greenleaf @ Whittier Winston, Marla
Garfield Nachtman, Laura Williams, Kelley
Grass Valley Hughes, Jennifer
Hard of Hearing (Bret
Harte) Weaver, Barbara
Hard of Hearing
(Franklin) Weaver, Barbara
Hard of Hearing
(Skyline) Weaver, Barbara
Hillcrest Kosmos, Katherine Hoover Tyler, Milton
Horace Mann Leung-Wong, Melissa Howard Kerr-Meyers, Mary
ICS/TCN Hagle, Sarah International HS Perez, Simone
Winston, Marie Joaquin Miller Hughes, Jennifer Global @
Jefferson Paranatantiri, Lalita Korematsu Kim, Colleen
Martinez, Kelly Laurel Paranatantiri, Lalita
Kaiser Hughes, Jennifer Life Dean, Barbara
Lafayette Kosmos, Katherine Madison Lower/Upper Robertson, Shayla
Marker, Karen Markham Rocchi, Nicole
La Escuelita Williams, Kelly Melrose Leadership Flores, Wendy Lincoln/Indian
Charter Wong, May
Martin Luther King,
Jr. Dalebout, Nicholas
Joe, Frances Montera MS Laursen, Karin
Manzanita/Seed De Vera, Zarah Sussman, Joshua
Kerr-Meyers, Mary
Lindsay-Simmons, Stacey
McClymonds Tyler, Milton New Highland/Rise Walker, Christina Metwest/Dewey/St
reet Outlaw, Heather NPS Team Hatcher, Catherine
Montclair Laursen, Karin
NPS/Lincoln Child
Center Wong, May
Munck Jennings, Saundria Oakland HS Akbar, Aaliyah
NPS Hatcher, Catherine, Leung-Wong, Melissa
Wong, Catherine Parker Jennings, Saundria
Nachtman, Laura Piedmont Avenue Kim, Colleen
Oakland Tech Marker, Karen REACH Kim Colleen
Jean Pierre, Adrianna Roosevelt MS Williams, Kelley
Peralta Kerr-Meyers, Mary Dalebout. Nick
32
Site Psychologist Site Psychologist
Redwood Heights Rocchi, Nicole
Sobrante Park @
Madison Hughes, Jennifer
ROOTS/CCPA Early, Liam Thornhill
Lindsay-Simmons, Stacey
Sankofa Jeanpierre, Adrianna Westlake MS Garrovillo, Nina
Skyline Dean, Barbara
Akbar, Aaliyah
Street Academy Bao-Paluck, Kristina Lindsay-Simmons, Stacey United for Success Flores, Wendy West Oakland MS Tyler, Milton Urban Promise Williams, Kelley
33
Related Services
Speech/Language
Speech and/or language impairments are a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child’s
educational performance. Speech Therapists serve students from pre-school through young adulthood.
Speech-language pathology servicesinclude:
• Identification of children with speech or language impairments; • Diagnosis and appraisal of specific speech or language impairments
• Referral for medical or other professional attention necessary for the habilitation of speech or language impairments
• Provision of speech and language services for the habilitation or prevention of communicative impairments
• Counseling and guidance of parents, children, and teachers regarding speech and language impairments.
Thus, in addition to diagnosing the nature of a child’s language difficulties, speech-language pathologists also provide:
• Individual therapy for the child
• Consult with the child’s teacher about the most effective ways to facilitate the child’s communication in the class setting
• Work closely with the family to develop goals and techniques for effective therapy in class and at home.
• Speech and/or language therapy may continue throughout a student’s school years either in the form of direct therapy or on a consultant basis.
Speech-Language Assignments:
ELEMENTARY SCHOOLS ACORN WOODLAND (English)
CATHERINE GODDARD ACORN WOODLAND (Spanish)
FABIOLA ROSADIO ALLENDALE
LAURA FAVELA
BELLA VISTA (LE + SDC) ADRIENNE UYEDA
BELLA VISTA MARIE BROWN
BRIDGES ACADEMY @ MELROSE CRISTINA HUERTAS
BROOKFIELD (English) MANDY GARGANO
BROOKFIELD (Spanish) KATE ELAHI
BURBANK PRESCHOOL CENTER MEG FROST
34 BURBANK PRESCHOOL CENTER (2 days) DANA WELSH
BURBANK PRESCHOOL CENTER (4 days) ADRIENNE WROEBEL (Shelley Adger & Emily DeRoos covering maternity leave)
BURBANK PRESCHOOL CENTER (Deaf/HOH) MEGHAN PITKO BURBANK PRESCHOOL CENTER (Spanish) EMILY DEROOS
BURCKHALTER EMILY ST. CLAIR
CARL MUNCK CHARITA JOHNSON
CHABOT CHERIE ESTUAR-ZIFF
CLEVELAND LAEL CARLSON
COMMUNITY UNITED (English) SAJINI ABRAHAM
COMMUNITY UNITED (Spanish) SILVIA BUSTAMANTE
CROCKER HIGHLANDS A.J. ROBINSON
EAST OAKLAND LEADERSHIP ACADEMY LUCRECIA WHITEMORE-GOVERS EAST OAKLAND PRIDE (English) LUCRECIA WHITEMORE-GOVERS EAST OAKLAND PRIDE (Spanish) MARISELA ISAIS
EMERSON SARAH PANIAN & JENNA WILLIAMS
ENCOMPASS (English) LORI LEBHERZ
ENCOMPASS (Spanish) FABIOLA ROSADIO
ESPERANZA (English) NICK GARCIA
ESPERANZA (Spanish) FABIOLA ROSADIO
FRANKLIN (English) ELIZABETH PAUW
FRANKLIN (Deaf/HOH) MEGHAN PITKO
FRANKLIN (Spanish) EVELYN VARGAS
FRUITVALE HAZEL BEN
FUTURES (English) SAJINI ABRAHAM
FUTURES (Spanish) SILVIA BUSTAMANTE
GARFIELD LINDSEY WALTERS
GLENVIEW JEAN ZIKA
GLOBAL FAMILY SCHOOL/ (English) JILL ODLE GLOBAL FAMILY SCHOOL (Spanish) MARISELA ISAIS
GRASS VALLEY CHARITA JOHNSON
GRASS VALLEY (LE classes) (4 days) LIBBY FALTIS
GREENLEAF (English) SAJINI ABRAHAM
GREENLEAF (Spanish) SILVIA BUSTAMANTE
HILLCREST CHERYL GONZALES
HOOVER CATHERINE GODDARD
HORACE MANN JANICE WELSH
HOWARD MEGHAN SUGAN
INTERNATIONAL (Spanish) SILVIA BUSTAMANTE
INTERNATIONAL (English) MANDRA HOULSON
JOAQUIN MILLER CHERYL GONZALES
KAISER ERIN LEONG
35
KOREMATSU (Spanish) FABIOLA ROSADIO
LA ESCUELITA CRISTINA HUERTAS
LAFAYETTE LORI LEBHERZ
LAUREL STEPHANIE LO
LINCOLN (English) JEAN ZIKA
LINCOLN (Mandarin) K.C. CHAU
LOCKWOOD (English) SAJINI ABRAHAM
LOCKWOOD (Spanish) SILVIA BUSTAMANTE
MADISON LOWER (English) JILL ODLE
MADISON LOWER (Spanish) FABIOLA ROSADIO
MANZANITA (English) KIM EVANS-STANTON
MANZANITA (Spanish) LAUREN VAN BURKLEO
MARKHAM (English) WHITNEY GOLDSBERRY
MARKHAM (Spanish) KATE ELAHI
MARTIN LUTHER KING LYDIA HYDE & MANDRA HOULSON
MONTCLAIR ERIN LEONG
NEW HIGHLAND (English/Spanish) BILL WHIPPLE
N.O.C.C.S. LAEL CARLSON
PARKER LISA STEINDEL-BYRNE
PERALTA MARCI VON BROEMBSEN
PIEDMONT AVENUE SARA-JEAN BARTKY
PRESCOTT MARIE BROWN
REACH (English) LISA STEINDEL-BYRNE
REACH (Spanish) EVELYN VARGAS
REDWOOD HEIGHTS CLAIRE COLON-HOPKINS
RISE (English/Spanish) BILL WHIPPLE
SANKOFA MARCI VON BROEMBSEN
SEED KIM EVANS-STANTON
SEQUOIA NICK GARCIA
THINK COLLEGE NOW MANDRA HOULSON
THINK COLLEGE NOW (Spanish) SILVIA BUSTAMANTE
THORNHILL LAURA LEE SULLIVAN
VINCENT ACADEMY STEPHANIE LO
MIDDLE SCHOOLS
AMERICAN INDIAN CHARTER LAURA FAVELA
AMERICAN INDIAN CHARTER II LIBBY PALOMA
BARACK OBAMA ACADEMY (no speech students) NO SPEECH STUDENTS BAY AREA TECHNOLOGY (no speech students) SHARON RHYNES
BRET HARTE LINDSEY SAFFOLD
BRET HARTE (DEAF/HOH) SHELBY SUGIMOTO
BREWER AUDREY MAHLSTADT & IRENE QUIAMBAO
CLAREMONT
36
CLAREMONT (TACLE) LINDSEY SAFFOLD
ELMHURST MIDDLE SCHOOL
ALLIANCE AMAL MAGHAZIL
ELMHURST COM PREP AMAL MAGHAZIL
FRICK JUDY HOLT
HAVENSCOURT
ROOTS AUDREY MAHLSTADT
COLISEUM COLLEGE PREP JUDY ROWAN
MADISON UPPER SANAZ TEHRANI
MELROSE LEADERSHIP ACADEMY ¿???
MONTERA AMAL MAGHAZIL
OAKLAND CHARTER ACADEMY JEAN ZIKA
ROOSEVELT LIBBY PALOMA
UNITED FOR SUCCESS SANAZ TEHRANI
URBAN PROMISE KELLY SMALL
WEST OAKLAND MIDDLE SCHOOL SHARON RHYNES
WESTLAKE
KELLY SMALL
HIGH SCHOOLS
AMERICAN INDIAN HIGH SCHOOL LAURA FAVELA
ARISE HIGH JUDY HOLT
CASTLEMONT SANAZ TEHRANI
EAST OAKLAND L A HIGH NO SPEECH STUDENTS
FREMONT JUDY HOLT
LIFE ACADEMY
MARYANNE ENEA
McCLYMONDS JUDY HOLT
METWEST HIGH SCHOOL JUDY HOLT
OAKLAND CHARTER ACADEMY HIGH NO SPEECH STUDENTS
OAKLAND HIGH MARYANNE ENEA
OAKLAND HIGH (TACLE) SANDRA CHAVARRIA
OAKLAND INTERNATIONAL HIGH SCHOOL SHARON RHYNES
OAKLAND TECHNICAL SHARON RHYNES
OAKLAND TECHNICAL UPPER CAMPUS LAURA LEE SULLIVAN
SKYLINE JUNE PETERSON
SKYLINE (Deaf/HOH) SHELBY SUGIMOTO
STREET ACADEMY ALIYA ARMORER
37
YOUNG ADULT & ALTERNATIVE SCHOOLS
CIP JEEVA JOHN
CMP JEEVA JOHN
BUNCHE H. S. NO SPEECH STUDENTS
COMMUNITY DAY SCHOOL
DEWEY ACADEMY JUDY HOLT
RUDSDALE NO SPEECH STUDENTS
PROGRAMS FOR EXCEPTIONAL CHILDREN
INTENSE PHONOLOGY (English) 2 X 45 MEGHAN SUGAR -HOWARD
INTENSE PHONOLOGY (English) 2 X 90 SARA-JEAN BARTKY-PIEDMONT AVE INTENSE PHONOLOGY (English) 2 X 60 CHERIE ESTUAR-ZIFF - CHABOT INTENSE PHONOLOGY (English) 2 X 45 ADRIENNE WROEBEL – BURBANK INTENSE PHONOLOGY (Spanish) 2 X 90 JENNIFER CRUZ – BELLA VISTA INTENSE PHONOLOGY (Spanish) 2 X 90 JENNIFER CRUZ - BELLA VISTA INTENSE PHONOLOGY (English) 2 X 45 JILL ODLE - GLOBAL FAMILY INTENSE PHONOLOGY (English) 2 X 45 JILL ODLE – MADISON LOWER INTENSE PHONOLOGY (English) 2 X 60 MARCI Von BROEMBSEN - SANKOFA INTENSE LANGUAGE (English) 2 X 45 MEGHAN SUGAR - HOWARD
INTENSE LANGUAGE (English) 2 X 45 LISA STEINDEL-BYRNE – REACH INTENSE LANGUAGE (English) 2 X 45 LAURA FAVELA – ALLENDALE
INTENSE LANGUAGE (English) 2 X 45 WHITNEY GOLDSBERRY – MARKHAM INTENSE LANGUAGE (English) 2 X 45 LAEL CARLSON – CLEVELAND
INTENSE LANGUAGE (English) 2 X 60 ADRIENNE WROEBEL - BURBANK INTENSE LANGUAGE (Spanish) 3 X 60 EVELYN VARGAS -FRANKLIN INTENSE LANGUAGE (Spanish) 3 X 60 EVELYN VARGAS -FRANKLIN NON-PUBLIC SCHOOL ASSESSMENT TEAM DEBORAH KERREOS
INFANT/PRESCHOOL ASSESSMENT TEAM ROXANE EIKHOFF DON WEINGER K.C. CHUA JENNIFER CRUZ LINDA ERNST RACHEL CONVERSE
AT/AAC ASSESSMENT TEAM JEEVA JOHN
REGINA HAWKINS JENNA WILLIAMS SANDRA CHIVARRIA
NON PUBLIC SCHOOLS
BUILDING BLOCKS JENNA WILLIAMS
38 Assistive Technology
Assistive Technology is any device that helps a person with a disability complete an everyday task. Assistive technology can be “low-tech” (something very simple and low-cost, like a pencil grip), or “high-tech” (something sophisticated, like a computer).
Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes:
• The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;
• Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
• Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
• Coordinating and using other therapies, interventions, or services with assistive
technology devices, such as those associated with existing education and rehabilitation plans and programs;
• Training or technical assistance for a child with a disability or, if appropriate, that child's family; and
• Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide
services to, employ, or are otherwise substantially involved in the major life functions of that child. AT Specialists: Stacy Springer Joanna Swanton Chris Beatty Jeeva John Regina Hawkins Jenna Williams Occupational Therapy
School-based occupational therapy is designed to enhance the student's ability to fully access and be successful in the learning environment. This might include working on handwriting or fine motor skills so the child can complete written assignments, helping the child organize himself or herself in the environment (including work space in and around the desk), working with the teacher to modify the classroom and/or adapt learning materials to facilitate successful participation
Therapists:
Beavenu- Flores, Oliva Danielsen, Nicolette Delpino, Susan Figuroa, Laura
39 Nguyen, Phoebe Raymond, Carolyn Woodrow, Micky Sarran, Wynne Physical Therapy Pam Lellis Adaptive P.E.
Adapted Physical Education is physical education, which has been adapted or modified, so that it is as appropriate for the person with a disability as it is for a person without a disability. Federal law mandates that physical education be provided to students with disabilities and defines Physical Education as the development of:
• Physical and motor skills
• Fundamental motor skills and patterns (throwing, catching, walking, running, etc) The services provided by an APE teacher include:
• Planning services
• Assessment of Individuals /Ecosystems • Prescription/Placement: The IEP • Teaching/Counseling/Coaching • Evaluation of Services
• Coordination of Resources and Consulting • Advocacy
The APE teacher is a direct service provider, not a related service provider, because physical education for children with disabilities is a federally mandated component of special education services [U.S.C.A. 1402 (25)]. This means that physical education needs to be provided to the student with a disability as part of the special education services that child and family receive. This is contrasted with physical therapy and occupational therapy, which are related services. These therapies are provided to the child with disabilities only if he/she needs them to benefit from instruction. Teachers: Campion, Izek Douglas, Markus Harrison, Leda Sanchez, Alita
Home & Hospital
The Home and Hospital Instruction Program serves students who incur a temporary disability, which makes attendance in the regular day classes, special education, or alternative education program impossible or inadvisable. The district in which the home or residential health facility is located is responsible for instructing and educating pupils who must be hospitalized or remain at home due to a temporary but extended illness or disability. The goal of home or hospital
instruction is the maintenance of the pupil's former level of performance while recovering. Teachers:
