Curriculum
Overview
The Snake River School District has approved SROHS’s Frameworks for Learning as our curriculum. The Frameworks for Learning are aligned to Idaho Content Standards. This Framework for Learning allows access to a free and appropriate education for all students. The Frameworks are designed to guarantee student learning is in alignment to the Idaho Content Standards and to optimize learning outcomes and allow for freedom and flexibility in choosing learning tools. Snake River Opportunities content specialist will offer 3-5 learning tools that meet the requirements of our Frameworks for Learning. Learning tools outside these options may not be supported and will require considerable work from students and families to meet Frameworks for Learning.
Families can be reimbursed for internet costs to access their learning tools (see reimbursement). Learning equipment such as laptops and some unused core textbooks or other such items may be required to be returned to Snake River Opportunities if the student un-enrolls prior to completing the school year.
Frameworks for Learning:
The Snake River Opportunities High School (SROHS) provides a Frameworks for Learning for all mastery-based courses supported by our professional educators that is aligned to Idaho State Content Standards. All courses offered will be approved by SROHS administration, will be taught by an Idaho certified teacher, and will be presented to students through a learning management system. SROHS students are enrolled in the required courses as set forth in the Idaho Rules Governing Thoroughness (08.02.03.04). Students may take classes through a variety of approved providers including, but not limited to, classes developed through Snake River School District, IDLA, and Idaho Colleges and Universities. SROHS course options including descriptions and associated credits are made available to parents and students, many of which are available online at tinyurl.com/srohs.
Learning Supports
Snake River Opportunities High School is a school of choice. Our model of customized mastery-based learning is based on delivering all support, regular education, special education, and 504 services, virtually through online means.
Specialists:
In this virtual setting, SROHS allows teachers and parents access to specialists when they have concerns or questions on learning tool selection, sequence, methodology, or correct level of difficulty. A team of content and support consultants are available to SROHS teachers and parents when they have questions in these areas. The Consultant and Support Specialist roles and responsibilities vary greatly. A few of their duties include:
Provide guidance to parents or virtual teachers with sequencing questions, methodology, or direction in learning tool issues;
Provide instructional coaching to teachers as warranted;
Serve as advisors to administrators;
Serve as expert consultants in specific areas such as, but not limited to, behavioral, counseling, special education, or specialized content frameworks.
Counselors:
Counselors will also help facilitate students’ progress in online courses. This may include but is not limited to:
Checking progress in classes
Goal setting/post-secondary planning
Intervention when needed for student success
Facilitating communication with other teachers
Helping answer student/parent questions
Individual an group counseling as needed for students
Coordinate referrals to outside counseling agencies for longer term needs
Mentor Teachers:
Mentor teachers will also help facilitate students’ progress in online courses. They should serve as the primary hub for a student's educational journey at SROHS. Their responsibilities include but are not limited to:
Selection of courses and facilitation of registration and enrollment in courses
Monitoring and supporting student progress toward educational goals
Providing socioemotional support
Providing regularly scheduled mentoring groups meetings that focus on character development and workforce competency development
Special Education and 504 Services:
Virtual public school programs are required to abide by all federal education statutes, including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act (ADA). When a student with a disability applies to and meets the enrollment requirements for SROHS, an IEP Team meeting will be scheduled to determine what special education and related services may be needed in order for the student to participate in and benefit from the SROHS. At the IEP Team meetings, the team will discuss the student’s disabilities, his or her current IEP or 504 Plans and how the student will access SROHS. Discussions at the IEP Team meeting may also include discussion of the Least Restrictive Environment (LRE) and whether the SROHS program is compatible with the student’s attributes, personality and disabilities. The discussion may also involve whether a different educational setting may be more appropriate for the student, other than the parent’s home. Parents have a right to revoke consent for all special education services; however, revoking consent will not be a condition of application or a requirement for admission to the virtual program.
Students have regularly scheduled specialized instruction with certified special education teachers based on student learning plans approved by general education teachers and IEP goals. Related services such as speech, occupational therapy, behavior interventions, counseling, etc., are all provided as determined by the IEP team to best meet the needs of each student. Special education students not attending specialized instructions or related services as defined on the IEP, will be considered absent and will follow the guidelines for “absent unexcused”.
Multi-Tiered System of Supports (MTSS):
As part of SROHS’s ongoing support of all students, the staff will create a multi-layered systematic approach to identifying students who may need additional support in meeting their educational goals.