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About Pathways School of Excellence

The mission of Pathways School of Excellence is to equip learners for growth and success in academic, personal and spiritual life.

School Structure

Students are assigned to classes based on data representing age-appropriate level, academic achievement, and individual educational plans. Pathways School of Excellence has a middle school classroom (grades 6–8), a high school classroom with secondary transition (grades 9–12 or through age 22), and a postsecondary transition classroom (ages 18–26).

Students in the middle school classroom are introduced to transition planning, and high school students begin planning for participation — as appropriate — in the secondary transition program. Transition planning is embedded throughout the program in order to ready students for participation in further education, employment, and independent living as appropriate for the individual student. As outlined in IDEA 2004, students in the middle school classroom are introduced to transition, and a list of transition service needs is developed at age 14. High school students will begin planning for needed transition services at age 16. Secondary and postsecondary transition students will participate in transition services designed to meet their unique needs. Pathways School of Excellence faculty collaborate with members of the Individual Education Program (IEP) and Individual Transition Planning (ITP) team to determine the most appropriate classroom placement, transition plan, and participation.

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Student Profile

Pathways School of Excellence will accept students identified with an intellectual disability under the following definition from the AAIDD:

“Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.” These students present problems in adaptive behavior as well as intellectual functioning. The Pathways student may be classified as having a mild intellectual disability (IQ 55–69), a moderate intellectual disability (IQ 40–54), a severe intellectual disability (IQ 25–39), or a profound intellectual disability (IQ below 25).

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Curriculum

Middle/High School/Secondary Transition

Students participate in a specialized core curriculum developed to address Florida Standards, as well as social skills and employability skills. Students will be assessed periodically to document growth in areas of educational, community, and spiritual development.

Postsecondary Transition

Students participate in a specialized core curriculum developed to address real-world adult competencies. Students who are able to live independently may qualify for on-campus housing while taking classes that provide academic enrichment and employability skills. Faculty will provide accommodations and/or apply modifications to course work to support students’ strengths and address their challenges. Faculty will apply course work to outside activities with the support of life coaches and mentors. Pathways School of Excellence students will be given the opportunity to audit traditional college classes.

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Postsecondary Transition: Community

The postsecondary transition program may enroll students who live locally and are employed yet desire a college experience. Students will receive program support while enrolled in academic enrichment, employability, and independent living classes. Academic advising is provided for students as they plan their postsecondary transition program. Students have full access to on-campus activities. Faculty and staff offer daily support as students apply themselves to complete independence.

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Postsecondary Transition: Career Development

Students explore a variety of on-campus career options through classes, field trips, independent readings, and interviews. They also experience service learning projects, volunteer work, job shadowing, and on-the-job training internships. Our faculty and job coaches work with each student to choose as internship placement to develop specific job skills and general work behavior. Career exploration culminates in off-campus opportunities.

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Southeastern University Community Support

Pathways School of Excellence collaborates with the Southeastern University community for academics, personal growth, and spiritual life. The College of Arts & Media partners with Pathways School of Excellence to design and implement classroom art and music opportunities. The College of Christian Ministries & Religion partners with Pathways School of Excellence for individualized, small-group, and whole chapel experiences. The College of Behavioral & Social Sciences collaborates with Pathways School of Excellence to develop and implement trainings and seminars to address the specific needs of parents, siblings, and caregivers of students with disabilities. The College of Natural & Health Science collaborates with Pathways School of Excellence by providing minimal first aid as faculty and/or students are available. The SEU faculty will collaborate with the Pathways School of Excellence faculty and staff for continuous professional learning. The College of Education collaborates with Pathways School of Excellence to provide adaptive physical education activities and extra classroom and school support from pre-service teachers. Other colleges and departments will participate in collaboration with Pathways School of Excellence as the program grows. The foundational belief is that Southeastern University and Pathways School of Excellence will participate in reciprocated teaching and learning.

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Nondiscriminatory Policy

In adherence to the policies of Southeastern University, Pathways School of Excellence has adopted the following statement with regard to nondiscrimination of students. Southeastern University admits students of any race, color, national, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, gender, handicap, national, and ethnic origin in administration of its educational policies, scholarship and loan programs, and athletic and other school-administered programs. The university reserves the right to withdraw a student for cause at any time.