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The continued safety, well-being, and success of our students, teachers, staff, and community has always been our top priority as we navigate the complex and evolving coronavirus crisis. To that end, our comprehensive task force has outlined a school reopening plan that includes a return to full-time in-person instruction for students in grades PK-5, 6, and 9, and an alternating schedule with a combination of in-person and synchronous real-time online learning for students in grades 7-8 and 10-12.
La seguridad continúa, el bienestar, y el éxito de nuestros estudiantes, maestros, empleados, y la comunidad siempre ha sido nuestra prioridad más importante a manera que enfrentamos la compleja y evolucionante crisis del coronavirus. Con eso en mente, nuestro integro y dedicado grupo de trabajo ha preparado un plan de reapertura de las escuelas que incluye un regreso a la enseñanza en persona de tiempo completo para los estudiantes que están en los grados del PK al 5, en el 6, y en el 9, y un horario alternativo con una combinación de aprendizaje en persona y un aprendizaje sincronizado en vivo en tiempo real en línea a través del Internet para estudiantes en los grados 7 al 8 y del 10 al 12.
A drive-through Community Resource Center will be open from 12:00 p.m. - 5 p.m. on Wednesdays throughout the months of June and July. Bilingual staff is available at the Learning Services Center, 401 S. Pratt Parkway in Longmont. El Centro de Recursos Comunitario de autoservicio estará abierto los miercoles de 12:00 p.m. - 5:00 p.m. durante los meses de junio y julio. Personal bilingüe estará disponible en el Centro de Servicios de Aprendizaje, 401 S. Pratt Parkway en Longmont.
The Sierra School at Main Street is an in-district model working in partnership with St. Vrain Valley School District. The program services students in grades k–12.
At Sierra, we take an individualized approach to educating students with specific eligibilities, which starts with building strong foundational skills in the areas of language, visual performance, and fine and gross motor skills. Our approach is informed by the belief that it is common to find defined splinter skills in children and adolescents with autism and SLD, as well as a large “gap” between receptive and expressive language skills—a gap that hinders social abilities and can lead to maladaptive behaviors. Consequently, the Sierra School consistently works to bridge this gap by expediting acquisition of skills and increasing our students’ awareness of their surroundings. To accomplish this, we employ a rotational model of instruction whereby students move about their educational space, alternating among specific learning modalities and diversifying their settings, all of which supports faster generalization of skills.
Our rotational system consists of DTT (Discrete Trial Training) sessions, life skills training, social skills lab and motor lab work, NET (Natural Environment Teaching), instruction in designated academic blocks, activity schedules, and independent play and leisure time. Each rotation is designed to progressively build on the last level of skills and inform the next level. For example, what is taught in DTT serves as a building block for the social skills lab, which in turn is generalized into the NET room, which itself is generalized into routine components of the day (e.g., recess, lunch, transitional times) and eventually to real-world encounters. Ultimately, this progression of skills leads to two long-term goals: (1) the ability to participate, function, and demonstrate independence in the general public; and (2) the ability to transition students to a more general academic setting.