• Welcome to Mrs. Cuadras' In Person Learning Classroom! To log into our Google Classroom, please do so through Class Link.

    DAILY SCHEDULE~ Please see the In Person Learning Syllabus attached below for our daily schedule.  All needed times and information is listed in that document. 

     Contact Information~ cori_cuadras@chino.k12.ca.us

    or text District Phone~ (909) 313-9057

    Updated Syllabus~ In Person Learning Syllabus

    (ALL information regarding attendance, assignments, activities, assessments, schedule and feedback is contained in the In Person Learning Syllabus link above.)

    CLASSROOM EXPECTATIONS- Please see the following attachments.

    Classroom Expectations- PBIS Matrix

    ABC of Class Expectations for In Person Learning

     Speech and Language Services:  Please see Mrs. Woolery's Class Page listed under Woolery, Debi, for speech services information, assignments and further information.  Mrs. Woolery will be available by email at debi_woolery@chino.k12.ca.us. Families and students can access speech related resources through the Special Ed. district website.

    Occupational Therapy Services:  Mrs. Park will be available by email at jakyung_park@chino.k12.ca.us. Families and students can access OT related resources through the Special Ed. district website.

    Adapted PE Services:  Please see Mrs. Byrne's Class Page listed under Byrne, Leslie, for APE services information, assignments and further information. Mrs. Byrne will be available by email at leslie_byrne@chino.k12.ca.us. Families and students can access APE related resources through the Special Ed. district website.  

    For any technology difficulties (devices, username/password, online tools)~ 

    Hotline- (909) 628-1201 ext. 1080 or communitysupport@chino.k12.ca.us 8:00 am to 3:00 pm M-F. (Not for general info or homework help) 

  • Adult Transition Class with Cori Cuadras- WELCOME!

    Don Lugo Adult Transition Program

    The Adult Transition Program at Don Lugo High School is designed for students who have developmental disabilities ages 18 - 22. The students in the program are in need of moderate support in the areas of functional literacy, math, vocational skills, domestic skills, community skills and social skills. Ideally, students will make progress in all areas and achieve success in terms of independence, responsibility, and relationships with others. Students with signficant health or behavioral needs would be better served in other district prorams that can more adequately meet their needs. Also, students who desire further exposure to academic instruction would be better served in an alternative setting. The focus of the Community Based Instruction curriculum is to develop and maintain skills in the following functional areas:

    • Functional Literacy - Students apply their current "academic knowledge" in order to develop a functional understanding of the world around them. They apply their skills in order to "read" and comprehend community safety signs, menus, environmental print, work place instructions and more. They also participate in activities that put their writing skills to use such as: recipes, letters home, lists, personal information and more.
    • Functional Math - Students learn money concepts through personal use as well as through practice situations. They participate in a variety of activies that provide them with opportunities to spend their own money make decisions based on needs vs. wants, development of a personal budget and pencil/paper assignments, like class grocery lists and cost comparisons of restaurant food.
    • Functional Vocational - Students are exposed to a variety of vocational opportunities on and off campus. The class work enclaves, projects and tasks give the students a chance to develop critical work skills and understanding of work related concepts. Some of the most important are: following directions completing assignments, sorting items based on characteristics, working with others, ledership, taking initiative, work ethic, acceptable behavior in the work place and more.
    • Functional Domestic -  Students participate in several activities to expand their independence witihin the home. They volunteer for class chores, assist with classroom upkeep, help prepare class meals as well as their own food, get ready for work using personal grooming steps and kits. In doing these things they can learn how to contribute to the health and well being of their home and take responsibility in its function.
    • Functional Community - Students learn how to access community resources, behave in public, shop for personal needs, use public transportation with assistance, and have fun. They shop at local stores eat at restaurants, use the library, go bowling and take walks in the local community. These opportunities allow students to gain independence and learn what it means to be a part of the community in which they live. 
    • Functional Social Skills - Students are placed in small groups in which they work, learn, laugh, and communicate with others. Students often work with partners on assignments, projects and chores. All of these social interaction oppotunities give students time to practice apporpriate social skills and learn from their peers.




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