Education Programs

Somerset provides special education services for students 5 through 22 years of age, identified as needing special education services. Our underlining goal for successful student transition to least restrictive environments has enabled us to send many students back to public school programs. Embedded in our basic educational services are emotional, behavioral and social skill development programs and highly individualized behavior and social emotional goals, which are developed and implemented throughout the school day. Therapists and counselors are available for individual and group therapy, as well as crisis intervention. 

Somerset offers a variety of education options and opportunities for our students, by providing individualized Common Core based curriculum for elementary, middle and high school students. The curriculum aligns with the Local Education Agency (LEA) where Somerset is located, and coordinates with the student’s district of residence to ensure successful matriculation. Individualized student assessment and the entire Individual Education Plan (IEP) team determine the academic, social and transitional goals for the student. All students participate in the Career Choices Curriculum, developed as the Freshman Transition initiative from George Washington University. The focus on planning and developing transitions into the education plan is a major component of the program.  difference. Join us and see what can be accomplished when you get an impassioned team to focus on

 Our extensive California Standards Based Alternative Life Skill Programs/ BASIC’s offer students, who have difficulty accessing traditional classroom environments. It is a program designed to develop student skills in the following domains: functional academic, community, vocational, domestic and life time leisure activities. Nonverbal ambulatory and autistic students experience classroom and social activities that facilitate through the Picture Exchange Communication System and TEACCH philosophies. Students are able to participate in community and vocational experiences on and off campus on a regular basis. All students participate in the Career Choices Curriculum, developed as the Freshman Transition initiative from George Washington University. The focus on planning and developing transitions into the education plan is a major component of the program. 

 The Choice Program provides students, who are in need of highly individualized plans to graduate and or enter post secondary and vocational opportunities. Students learn to make timely and successful transitions into economically self-sufficient lives. The focus is in reducing district drop out rates, increasing graduation and CAHSEE completion; this program provides students with options and the intensive additional support not found in the public school environment. All students participate in the Career Choices Curriculum, developed as the Freshman Transition initiative from George Washington University. The focus on planning and developing transitions into the education plan is a major component of the program. 

 Our Volunteer’s in the Community (VIC’s) program is a school-wide service, career, and transition opportunity for our students. Initially, an instructional strategy used by our BASIC’s program to incorporate curriculum to meet learning goals and content standards, it is now an integral component of Somerset’s educational experience. Each week students participate in community experiences that develop individual skills, are collaborative and beneficial to our community needs. Students are partnered up with designated personnel members and participate in local private businesses and public agencies that provide opportunities for our students to work in a variety of activities. Transportation - Somerset vans provide daily roundtrip home to school transportation as well as, field trips and extracurricular activities. 

 In 2013 Somerset began competing with other Nonpublic Schools in various sport activities. Basketball, Flag Football, and Softball teams practice and compete with other nonpublic schools during at alternating designated local fields. The primary focus is on sportsmanship and ability of the students to participate appropriately in competitive environments. The school winning the most games without behavioral issues is awarded the perpetual trophy at the end of the season. Students from all teams participate in a Winners Breakfast as a culminating awards event after each season. 

 Students at Somerset may earn their high school diploma through our curriculum which aligns with their home school district. Diplomas are issued to the student through their home districts. Student who are in the Foster Care system, and meet the requirements for AB 216 are also eligible to receive a diploma. Students completing a course of study, but are not on a diploma track will receive a Certification of Completion. 

 Somerset’s overriding goal is to provide children an opportunity to experience success in structured individualized educational and therapeutic settings in an effort to shift their inner working model to a more positive functional one. Through this intervention, the student will increase positive personal and social interaction, as well as student and family functioning so that the student achieves their full potential, and remains in the least restrictive home and school environments. Long term strategies are developed to assist the students in learning how to manage their mental illnesses in the least restrictive educational and social environments. Each student will have a comprehensive treatment plan which will map his/her road to recovery, and monitor progress toward his/her educational benefit. 

 As a Special Education class for emotionally disturbed students, the Extended Day Class provides continuous therapeutic and crisis intervention support for students exhibiting severe emotional challenges. These challenges are often presented as significant learning and behavioral difficulties. The key feature is a longer school day and a classroom setting with a high ratio of educational and mental health professionals that allows for on-going daily therapeutic interventions, which will assist the students to effectively access their education. The daily interventions are designed to help students with long-term mental health disorders, to live their lives successfully. Continuous collaboration with students’ stakeholders, Least Restrictive Environment(LRE) placement team members, and district representatives, ensures the successful and timely transition to less restrictive main stream environments. 

Somerset is accredited as a Nonpublic Special Education school by the California Department of Education. It received the following commendations from its most recent review by the CDE.

• A Transition Resource Room equipped with Career Exploration Materials
• Volunteers in the Community Service Program
• Well-designed behavior management program (STAR) and Social Skills Program that incorporates daily themes within the counseling and guidance programs and integration into the instructional program
• Caring Administrators who demonstrate leadership and encourage collaboration
• Well-organized documentation and record management system.
• Positive learning atmosphere
• Well developed course syllabus and lesson plans
• Well developed High School Course Catalog, Credit Check process, Transcriptions and articulation process

 School Accountability Report Card

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By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. 

• For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. 
• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. 
• For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

California School Dashboard

The California School Dashboard provides the educators with meaningful information on the school and district progress so they can participate in decisions to improve.

https://www.caschooldashboard.org/