Miner School provides an intensive, comprehensive educational program for students in Early Childhood through Grade 8 with a wide range of special needs including cognitive disabilities, multiple disabilities, autism spectrum disorders, behavioral disorders, physical/health impairments, and communication disorders. Multisensory instruction is provided in a highly structured environment with intensive supports and resources to address individual student needs. Services are provided in a team-based instructional model that addresses the needs of the whole child within a nurturing and responsive environment.

Curricular programs reflect a rigorous academic focus adapted and/or modified based on individual student needs that incorporate Common Core State Standards, transition, vocational, and life skills instruction and support students as they move from school to community living and work opportunities. Speech and language pathologists, psychologists, social workers, occupational therapists, and physical therapists provide comprehensive supports utilizing a tiered approach to service delivery.

The program functions as a supportive school that provides opportunities for students to have an active role in a school and community at large.

The certified/licensed staff is comprised of highly qualified special education teachers, speech/language pathologists, school psychologists, school nurses, social workers, physical/occupational therapists, vision specialists, autism coaches, as well as transition and vocational specialists. Staff are all trained in research-based instructional and therapeutic approaches utilizing a collaborative, problem-solving approach. The Miner staff is trained in Crisis Prevention Intervention (CPI) with three staff members as certified trainers. Highly qualified paraprofessionals are an integral part of the program and work closely with the certified/licensed staff in providing assistance to students that supports programmatic and individual needs. Team members’ knowledge and connections with students as individuals creates a positive and effective learning environment.

• Core academic curricula based on state standards appropriately adapted/modified as reflected in the student’s individualized education plan (IEP) leading to fulfillment of graduation requirements
• Emphasis on integrating social/emotional standards into daily instruction
• Intensive communication and language development instruction including the use of visual supports in the environment and augmentative communication systems
• Assistive and instructional technology to provide individualized access to learning, promoting greater independence
• Visual supports, social stories, scheduling and sensory integration to meet the individualized needs of students
• Life skills instruction in a variety of environments that focuses on daily living, social skills, vocational, and leisure/recreation skill development to prepare students for adulthood
• An assessment system that includes multiple measures that determines instructional strategies based on the student’s individual strengths and needs
• Opportunities to participate with same-age peers
• Development and implementation of individualized transition plans with a focus on post-secondary goals and opportunities
• Varied school, work, and community-based learning experiences
• Fostering independence in home, school, and community environments through modeling and coaching
• Positive Behavioral Supports (PBIS) to develop appropriate social and behavioral skills, as well as providing intensive behavioral supports and individual student and school-wide crisis management
• Adapted physical education that provides instruction in the development of motor skills and health/fitness that promotes participation in sports and leisure activities

Program Supports

Proactive Behavioral Supports

NSSEO is committed to providing high-quality care and supports in a respectful, safe environment through the ongoing training of Nonviolent Crisis Intervention® (NVCI), developed by the Crisis Prevention Institute (CPI).  NVCI is embraced worldwide as a highly effective behavior management system and provides a solid foundation to structure prevention and intervention approaches based on a philosophy of providing the best possible Care, Welfare, Safety, and Security (SM) for students and staff.  NSSEO provides annual training using CPI’s enhanced content to staff with ongoing supports from certified trainers to ensure safe and quality care. The strategies provide staff with an effective framework for decision making and problem solving to prevent, de-escalate, and safely respond to behavior. Please visit CPI’s website for more information:

https://www.crisisprevention.com/