Pied Piper School
PROGRAM
INFORMATION
ALPENA MONTMORENCY ALCONA EDUCATIONAL SERVICE DISTRICT
SCOTT REYNOLDS,
PRINCIPAL
444 Wilson Street
Alpena, MI 49707
(989) 356-1414
(989) 356-4358
[email protected]
What is Pied Piper School?
Pied Piper School is operated by the Alpena-Montmorency-Alcona Educational
Service District.
Pied Piper School works with Alpena-Montmorency-Alcona local districts to
provide center-based programs and services to students, as determined through the
IEP process. Pied Piper School does not enroll students independent of local
involvement.
The school serves students who are Moderately Cognitively Impaired, Severely
Cognitively Impaired, Severely Multiply Impaired and Autistic Impaired. Students
range in age from 3 to 26 years. The Early Childhood Special Education
Classroom serves students from 3 to 6 years old who may have deficits in
cognitive, physical, emotional, speech and language areas or other developmental
delays.
Each classroom provides individualized instructional programs for students which
may include personal care, independent living, communication & language,
academics, motor development, social-emotional skills, vocational and/or physical
education.
Mission Statement
The Mission of Pied Piper School is to utilize district and community resources so
that our students have optimum educational opportunities to develop their
maximum potential.
We believe in the worth of all individuals; and by creatively combining measurable
goals and innovative teaching, we will provide an educational environment that
will improve the quality of life for our students.
PROGRAM ENTRANCE CONSIDERATIONS:
Districts should give consideration to the following information before making a
referral to Pied Piper School:
 Data collected should reflect that all resources have been exhausted in
pursuit of the Least Restrictive Environment (LRE).
 Students should be eligible for special education in the areas appropriate for
the specialized programming as outlined in the class descriptions.
Special Education Classroom Descriptions at Pied Piper School
Early Childhood Special Education (ECSE) Classroom
Children between three and six years of age may be placed into the ECSE
Classroom. This ½ day program serves children who may have deficits in
cognitive, physical, emotional, speech and language areas or other
developmental delays.
Some days are periodically scheduled throughout the school year without
students to allow for “parent education” and coaching visits. School
conferences and home visits may be arranged to answer questions, help with
decision making, and to assist with any concerns the parent may be
experiencing.
Primary MOCI Classroom
The Primary Moderate Cognitive Impairment (MOCI) Classroom at Pied
Piper serves students generally falling between the ages of 6-12 years old
that are eligible for special education as a student with a Cognitive
Impairment (CI) or Autism Spectrum Disorder (ASD) with impaired
adaptive skill levels. Children placed into this classroom typically have
good communication and academic ability. Some children may also exhibit
social or behavioral concerns that require this more intensive programming.
Many of the daily teaching activities are presented to the whole class in an
effort to teach group behaviors such as turn taking, keeping hands to ones’
self and waiting. IEP goals for students tend to be academic and behavioral
in nature. Numerous strategies are implemented by the teacher with the
support of paraprofessional staff to help students achieve their goals.
Primary SCI Classroom
The Primary Significant Cognitive Impairment Classroom is designed to
support children between the ages of 3 and 12 who have a variety of
cognitive and physical challenges. Most of the children have a severe
cognitive impairment or physical impairments in addition to a cognitive
impairment. Individualized communication training is a central focus for
students. Language is facilitated using a variety of methods including
speech, sign language, voice output communication devices and picture
symbols.
During the school year, one day a month is set aside to meet with parents
and students. On these days, a variety of helpful and educational
opportunities are scheduled—including home visits by classroom staff—to
collaborate on work towards IEP goals.
Senior MOCI Classroom
The Senior MOCI Classroom serves students generally between the ages of
12 and 20 years old. The students receive instruction utilizing the Unique
Learning System’s web-based curriculum to support academic and personal
living goals.
The emphasis in the classroom is on independent functional living and safety
skills, problem solving, communication and following a simple time
schedule. Community and prevocational skills are also emphasized; students
in the Senior MOCI Classroom are responsible for the school’s recycling
program. In every activity, students are encouraged to think for themselves
and make appropriate decisions.
Senior SCI Classroom
The Senior SCI Classroom serves students between the ages of 13 and 26
years old who have mental and physical impairments. Students generally
range in ability levels from moderately to severely cognitively impaired as
well as students with Autism Spectrum Disorder and CI adaptive skill levels.
The students in this classroom participate in a variety of activities
throughout the day including work on language skills through verbalizations,
augmentive communication devices, sign language, gesturing, and/or
pointing to pictures. The students also participate in prevocational activities
including staying on task, completing tasks on time, assembling, sorting, and
packaging. The classroom works on daily living skills regularly with the
goal that students will be able to use these skills at home or in the
community. The classroom incorporates recreation and leisure skills
through the use of guided play to teach socialization and academic goals.
SCI Classroom
The SCI Classroom serves students from the ages of 3 to 26 years old who
have severe cognitive and physical impairments. Most of the students use
wheelchairs for mobility and have visual and auditory impairments as well.
For many students in this classroom, opportunities to explore the world are
extremely limited. In response, students are engaged in a variety of
movement and multi-sensory experiences. Sensory stimulation activities
focus on getting the students to respond to sounds, sights, smells, and touch.
Working to stimulate the senses is one significant strategy to support these
students to build more complex behaviors.
Emphasis is often placed upon a student’s partial participation in social
activities, communication and self-help activities rather than on developing
single skills in these areas. Art and music are very important parts of the
classroom program. The ultimate goal is to support students to improve the
quality of their lives.
Vocational Classroom
The Vocational Classroom primarily serves MOCI students over the age of
16 years old and has three distinct areas of additional instruction to the
MOCI program:
 Home Living
 Wood shop and Greenhouse
 Occupational Training
The Home Living area is well equipped to assist students in developing the
skills needed to live semi-independently. This fully furnished apartment
includes a kitchen, dining area, living room, bedroom and bathroom—as
well as a washer and dryer. Students learn the variety of daily life skills
including meal preparation, clothing care, cleaning, hygiene, and safety, and
first aid.
The Wood shop and Greenhouse allows students the opportunity to use
limited tools for building arts and crafts or growing plants. These may then
be sold during one of the school’s greenhouse sales; plants may be offered
for community plantings and local beautification projects.
Occupational Training offers students job training in work sites at the school
and in the community. Janitorial and kitchen aide positions in the school
work alongside our staff in their regular duties; landscaping/greenhouse
training is offered in the school’s greenhouse; job sites in the community
may include motels, restaurants, local stores, museums and service agencies.
The students are also given classroom instruction to help improve their
understanding of the skills needed to find employment/volunteer work and
the social aspects involved in being employed as a productive member of
their community.
The students are exposed to all three instructional areas to develop a basic
level of skills to live outside of the family home and to perform in the work
of work. This instruction includes learning how to work with others as a
team.
ENTRANCE PROCESS:
The following process and documentation needs to be followed when a district is
considering potential placement at Pied Piper School. The student and their family
should be provided information and have discussion about all of the options at each
annual IEP.
 IEP team meets to discuss concerns and what strategies been implemented.
 Local school district makes a referral; completed referral packet sent to SE
Director for signature after review to insure all information is complete.
 Once authorized by SE Director, packet is sent to Pied Piper Principal for
review.
 Pied Piper Principal contacts referring SE Director to request additional
information and/or confirm IEP meeting date.
 Pied Piper administrator observes student and meets with the Special
Education (SE) teacher for interview prior to the IEP.
 Parent(s) visits/observes at Pied Piper.
 Potential receiving teacher is given a copy of referral packet to assist in
developing goals.
 A draft of the goals and objectives will be developed by the potential Pied
Piper teacher in collaboration with current SE teacher. Drafts will be
emailed to the current SE teacher for input.
 IEP scheduled by local district inviting Pied Piper administrator and
potential Pied Piper teacher.
 IEP meeting held.
 Pied Piper will request the CA 60 from the local district.
EXIT PROCESS:
Exit from Pied Piper occurs when the goals of the student are reached. The
process for exiting the program begins upon entry. It is essential that the student,
family and staff know what the goals are for completion of the program as the
student enters. This clarification will help everyone better prepare for the end of
the student’s school career. As the accomplishment of goals occurs and the student
becomes ready to exit, appropriate referrals and transition planning (IEP meeting)
can be conducted with other community agencies.
Factors to consider when determining exit from Pied Piper School include:
 Student’s goals have been accomplished
 Demonstrated ability or have supports for meaningful activity, access to the
community and performing daily living skills
 Student demonstrates a lack of interest in program activities and goals.
 High unexcused absenteeism