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Playing Guitar

Course Guide

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Coeur Academy uses inquiry based learning starting with our youngest learners up through our oldest students.  Allowing students to explore curriculum topics through their own inquiry is imperative to encourage them to develop a deeper understanding of the world around them.  Coeur also believes in connecting subject areas, so students discover how subjects relate to one another, and encourages students to make connections throughout the world around them.  

 

Through teacher modeling and group activities to shape independent writers, students learn to pull the main ideas from content related reading material, to create meaningful notes to study and write papers from the information.  Teaching study skills throughout classwork to carry over to independent studying at home, is a necessary skill for students to become independent learners.

 

Researching their own ideas and questions, and synthesizing their own thoughts regarding the information, helps solidify their knowledge.  Further, through their own creativity, they incorporate hands-on projects to then present to their peers to share their discoveries. Coeur strives to provide multiple modalities, through students' own choosing, to demonstrate their knowledge.

  • Reading/Writing

Upon entering Coeur, students are assessed on their reading and writing skills.  Based on their current level of proficiency, a plan is developed to continue their growth.  All students, including early readers and writers, engage in analyzing and comprehending fiction and nonfiction text for meaning, and generate writing to demonstrate what they have learned and develop deeper meaning to the text in an organized manner.  Students also engage in creative writing assignments, scaffolded as needed, to produce their own unique story following writing guidelines at their skill level.  Reading and writing material can be child-led, cross curricular with Science, History, Art and Music so students are consistently establishing meaning to the material learned.

 

High School level students on a college bound path will receive high school credit for literature and writing courses, following Missouri Department of Secondary and Elementary Education guidelines for graduation.  

 

Students on the Functional Skills path will continue to read and write for meaning to enhance job, social, and overall academic skills.  

 

  • Math

Mathematics placement is based on the student’s current level of functioning determined through assessments.   Because math concepts spiral, students are consistently reviewing mastered concepts to continue their growth as new concepts are learned.  Coeur offers both college bound math classes as well as functional life skills math classes.  

 

  • Functional Skills

Woven throughout the curriculum are sewing, cooking, small woodworking crafts, and other practical arts projects to encourage creative, hands-on experiences.  In addition, students learn to complete daily chores like vacuuming, washing dishes, sweeping, mopping, cleaning the bathrooms, etc.  Students in this group learn to read recipes, make lists, budget for meals, take orders for school lunches, and prepare meals while following kitchen safety guidelines.  

  • Science

Student performance expectations are guided by the Next Generation Science Standards (NGSS). These standards blend content ideas with scientific and engineering practices to support students in developing usable knowledge.  The major areas of Earth Science that are covered are geology, hydrology and atmospheric science as well as space exploration and astronomy.  A variety of assessments are utilized in student learning including projects, performance assessments, field experience, and laboratory investigations.  Technology is infused throughout the curriculum as students learn to conduct scientific research and explore the world around them. 
 

  • History/Social Studies

Social Studies provides an overview of the history and geography of the ancient civilizations. The units will be taught chronologically beginning with the Stone Age through the fall of the Roman Empire. We will also cover major world religions in a comparative religion unit.  Class activities, homework, and projects will support a study of the various cultures and civilizations. 

 

  • Service Project

Students grades 3 and up learn to use skills across subjects to research organizations they are passionate about helping, and creating a plan to raise money to support its cause.  Students will collaborate as a group using their written and verbal skills to contact organizations to organize fundraising and hands-on projects to raise money.  

 

Service projects also provide opportunities for students to learn and use sewing skills, simple woodworking crafts, cooking, and other practical art skills to create projects to use for fundraising or donate directly to the organization.  Understanding profit, project management, collaboration, and using technology as a tool are outcomes from long term projects.

 

  • Social Play 

Students grades K-5 practice social skills through structured and unstructured play facilitated by teachers.  Students focus on recognizing their feelings and emotions, and how to cope appropriately when feeling frustrated, angry, hurt, tired, or sad. Social Play also allows students to explore community jobs and experiences through their own imagination.

 

  • Physical Education

In this course students focus on cooperation and teamwork through physical activity.  In addition, students study the importance of proper nutrition for their mind and body. Students participate in activities that focus on developing fine motor skills through gameplay and sports. Students learn the rules and general gameplay associated with popular sports which helps develop physical skills and also the social understanding of the games to help with future social interaction. 

 

Here at Coeur Academy we have a very diverse population therefore there are different types of PE classes offered. One class focuses on gross motor skills and social skills involved in playing games/sports with peers. This class also concentrates on rule following appropriate to the game play. The second class has a larger focus on developing teamwork skills and involves a higher level of understanding to the rules and fundamentals of each sport played. 

 

All Physical Education classes carry a health component involving mental and physical health.    

Topics covered in this class include the following:

  • Food and Nutrition 

  • Achieving Mental and Emotional Health 

  • Managing Stress 

  • Peer Relationships 

  • Resolving Conflict 

  • Managing Eating Habits 

  • Personal Hygiene 

  • Reproductive Health 

  • Drug Awareness 

  • Diseases and Disorders 

  • Safety and Injury Prevention 


 

Physical data is taken at the beginning of the semester and reviewed every few weeks to help track progress. Physical data consists of common sports activities that are based in fine motor and gross motor skills. Students are assessed on their ability and accuracy and catching and throwing, dribbling skills with both hands and feet, proper running techniques and spatial awareness. 

 

The second set of data collection is focused on appropriate behavior and team player skill sets. Students are expected to have appropriate behavior when playing sports with their peers and are expected to interact with their classmates throughout all activities. Each student has their own goals that pertain to this section of data so this is a very individualized part of data collection. This allows the student to show improvements and mastery so they can move on to creating new and more appropriate goals when possible. 

 

Class Size

The class size is small enough that each student is given the opportunity to learn the games and sports at a rate comfortable to their learning level. However, the classes are large enough that they instill an environment that pushes them to interact and socialize with a larger group. 

 

Routines and Adaptability

The beginning of every class has a built in routine of stretching and cardio exercises to help students understand the importance of a workout routine while also educating students on proper techniques for stretching. In this first section of the class the students switch off leading the class in the workout which helps build confidence and leadership skills. The stretching and cardio routine also helps bridge the gap for students dependent on routine to the second section of the class which is constantly changing with new games and sports to play weekly. 

 

Rule Following and Comprehension

A main focus of the gameplay in PE is for student comprehension, problem solving and rule following. Offering several different games a week gives the students the opportunity to consistently problem solve new situations as well as learn a new set of rules to abide by. This furthers the students ability to adapt to new situations and rules in situations outside of the classroom. 

 

Modifications

Several sports have modified rules and physical adjustments to best serve the students population of Coeur Academy. Such modifications are as follows: 

  • Smaller playing fields to create more active gameplay 

  • Rules removed or modified from particular sports or games to make for more active play 

  • Sports balls are modified in size and texture to help develop skills needed to refine techniques

  • Safe areas in tag games for students who feel overwhelmed or fatigued

  • Equalize competition among teams

  • Stationary options for striking (baseball tees and alternate soccer games to substitute for game play) 

  • Oversized striking equipment (rackets and bats) to help improve fine motor accuracy 

  • Deflated, lighter balls or balloons for fine motor gripping and striking

  • Lowering nets and goals

 

 

  • Music

In this course students learn the basics of music notation, proper singing techniques and the basics of the guitar, piano, drum set, bass guitar and the ukulele. Hands-on experience provides a valuable opportunity for all students to choose instruments they have interest in or to discover a passion for an instrument. The goal of the music program is to inspire students to expand the joy of playing an instrument out of the classroom and into their life outside of school. Each Semester there are different music classes offered that have different areas of focus and interest as well as different concentrations in genre and time periods. (see quarter classes below). 

 

Goals

  • Achieve the foundational aspects of playing an instrument

  • Achieve a higher understanding of rhythm and harmony appropriate to the students learning capabilities

  • Inspire students to pursue listening to music and playing musical instruments outside of the classroom 

 

Data Collection: 

Students are assessed on their ability to read rhythms, sing on pitch and play their instruments with proper technique and accuracy. Each student has an individualized plan for growth and is assessed every few weeks. 

 

Class Size

The class sizes are small enough that all the students have the opportunity to play multiple instruments throughout the semester. Each student is given one on one time with the teacher during class to help build proper techniques for playing the instruments. Class sizes range from 3-6 students. 

 

Routines and Adaptations

Each class has its own set of routines and adaptations based on the student population of that class. Several classes begin with a set of vocal exercises or songs used for warm ups followed by a run down of what is to be expected in class that day. Since one of the main goals for the class is to prepare for the end of the semester concert there is a main focus on preparing the songs the students will perform at the concert. Each student's expectation on their instrument is based on their abilities at the beginning of the semester and realistic goals set in place for a three to four month growth period each semester. Students are able to use sheet music, tablature or chord charts when learning songs. The teacher assesses the students most appropriate form to learn the music and implements that form throughout the semester. Students may move from one learning avenue to another as their skill set and understanding of the instruments change and improve.

 

Coping and Confidence 

Every student is expected to perform at the end of the semester concert. This performance opportunity helps students overcome fear and anxiety of stage fright as well as helping them boost or instill confidence. The expectation of how much performing is done at the concert and where they will be placed on the stage is individualized based on the students needs and current goals. 

 

Modifications

Every student has a set of goals that are made possible by modifications personal to that student's capabilities. Modification options are as follows. 

  • 3 options for reading the music

  • Single note, 2 note and 3 note chord concepts for piano and guitar. 

  • ¾ size instruments for smaller students 

  • Erasable notes on piano keys

  • Simplified drum beats with options to develop further from what has already been learned

  • Multiple strategies taught for reading rhythms particular to students' learning skills

  • Utilizing color coding by using erasable highlighters, colored tape or other tools

  • Large print for music and lyrics

  • Slower tempos to help processings skills

  • Focus on pronunciation of lyrics to help speech and processing 

  • Specific song choices that focus on targeted sounds 

  • Adjustable classroom lighting to help convey feelings and accentuate music as well as general learning experiences pertaining to music 

 

Fine Motor

All the students have opportunities to play instruments in class which helps develop fine motor skills. The instruments are played every class which helps focus on an upward trajectory for success with routine in place to foster these physical skills. Students are expected to move around the classroom, perform specific dance moves and perform body percussion that develop gross and fine motor skills. 

 

Inspire 

Students learn to play several instruments in several different musical genres. Presenting music this way is to help foster the love most younger students have for music in their first encounters with the art. Students are taught music history in a fun and relaxed way to help create an environment where playing music is still at the forefront of learning. 
 

  • Art

Drawing skills are individualized per student's individual goals and realistic capabilities. Students learn drawing proper shape concepts, correct techniques with painting and coloring, perspective drawing, 3 dimensional art and color theory as well as exposure to several different mediums for creating art. Students also have discussions analyzing famous works of art to help create a better understanding of creating and appreciating art. 

 

Goals

  • Introduce students to different styles and techniques of art to create a well rounded understanding of art.

  • Improve fine motor skills

  • Develop planning and management skills

 

Data Collection

Students are assessed on their ability to create art in line with the rubric and guidelines of each project. The students are also assessed on their ability to use specific art mediums with proper technique. Finally students are assessed on their understanding of specific artists and their works pertaining to each art project assigned.

 

Class Size

All classes are kept small enough for each student to receive individual attention and physical guidance to help refine fine motor skills pertaining to art. Classes range from 3-6 students. 

 

Routines

Students are responsible for getting out and putting away all of their materials in class. Students learn the importance of taking care of their supplies and respecting the materials of the class. Students are responsible for cleaning the classroom at the end of the period every day. 

 

Instilling creativity, individuality and appreciation

Students are encouraged to express themselves within the project guidelines. While there is a rubric and direction for all projects the students are motivated to be individuals and create art that expresses their individuality. Students are encouraged to challenge themselves physically and artistically in class by improving their skills with specific mediums as well as reaching original  artistic ideas on their own. The students are introduced to famous artworks and artists in an open discussion platform to help improve their discussion and social interaction skills as well as deepen their understanding and appreciation for art. 

 

Modifications

There are several modifications in place for art class. All modifications are particular to each student's needs in class. Modifications may include the following: 

 

  • Larger paintbrushes and markers to help improve fine motor skills

  • Finger paints for students with sensory needs 

  • Different paper options for sensory needs 

  • Multiple scissor grip options to help with fine motor skills

  • Options to choose different mediums to help cope with texture and sensory issues 

  • Lightboxes 

  • Templates to simplify lessons 

  • Backward chaining method

 

Individual Music Lessons (After School Program)  

For students wishing to take their instrument skills to the next level there is a after school program in place for private 1:1 lessons. Each student can choose an instrument of their choice to focus on with the music instructor. The individual music lessons expand deeper into the understanding of techniques and skills needed to perform the instrument of their choice. 

 

Modifications

Since these are 1:1 lessons modifications are particular to the student in the lesson. The modifications are similar to the music class that is in place during the school day.

  • 3 options for reading the music

  • Single note, 2 note and 3 note chord concepts for piano and guitar. 

  • ¾ size instruments for smaller students 

  • Erasable notes on piano keys

  • Simplified drum beats with options to develop further from what has already been learned

  • Multiple strategies taught for reading rhythms particular to students' learning skills

 

Inspire Confidence 

Students taking private lessons will see a newfound confidence in the music classroom due to their exposure and consistent efforts on their instrument after school. Students are provided a practice schedule to work on at home with clear expectations to help yield results early musicians wish to see. Creating small goals to help track progress in one of the largest motivators for early musicians and is a main focus of individualized lessons. 


 

Performing Arts

In this course students write, perform and compose plays and musicals for an end of the semester performance. Students are guided through the proper steps to create  an all original play/musical by their teacher. Students are given the freedom to use their imaginations and creative spirit to work on a performance from the ground up. The performing arts class incorporates creative writing, music and art to connect across subjects matters students are studying in school. 

 

Goals: 

  • Will use creative writing skills to write an original musical with a proper 5 step story structure.

  • Will use musical and creative writing skills to compose original songs for the musical. 

  • Will use art skills to create and build the set for the musical. 

  • Students will learn to meet deadlines

  • Students will learn communication and marketing skills

 

Data Collection

Students are assessed on participation:

  • Building and painting sets

  • Participating in the writers’ room

  • Playing and instruments or singing

  • Collaborating with peers in multiple facets of the musical 

 

Modifications 

  • Activities are modified to the student’s level of ability to participate

 

Inspire Confidence

The performing arts class helps students combine multiple subjects to create a finished product that incorporates skills learned in art, music, writing, and literacy classes.  By allowing students to engage in a process that begins with their own imagination and ends with entertaining an audience, students learn to appreciate the teamwork involved in creating and performing a unique musical for many to enjoy. 

 

  • Foreign Language

Coeur teaches foreign languages, such as Spanish, to students in all grades who are language proficient. The benefits of learning a foreign language include but are not limited to: improved memory (short and long term), more flexible and creative thinking, enhanced problem solving skills, and improved attitude toward the target language and culture.

 

The goals of our foreign language program vary, depending on the nature of the language taught and the skill set of the students being taught. Just like any other subject, learning a foreign language requires the mastery of the basics first. Once the basics, such as alphabet, numbers, and vocabulary words are mastered, we move on to verb meaning and conjugation. We then start putting those skills together to develop a full understanding of the language and begin speaking it. 

 

  • Language

Students explore interactive activities related to teamwork, following directions, information recall, self-management, decision-making, and problem solving. Students are taught important life skills, such as food preparation, cooking, meal planning, safety procedures, shopping decisions, organization, proper food storage techniques, nutrition and fitness, personal hygiene, matching and folding clothes, budgeting, occupation and employment resources, time management, communication, leadership, social and emotional coping mechanisms, conflict resolution, goal setting, leisure preferences, creativity and design, home maintenance, and promoting a healthy environment.

 

  • Vocational Skills

Vocational skills is an instructional course focusing on technical education to prepare students for a particular job function or trade in society. Task performance areas include vacuuming, dusting, disinfecting surfaces, washing dishes, mopping, sweeping, collecting trash and recycling, etc. Students are assessed based on their ability to collect appropriate cleaning materials, recall step-by-step procedures, communicate and respond appropriately to authority and peers, problem solve difficult situations not taught, manage time, perform organizational techniques, identify expectations, and ask for help when needed. When tasks are initially introduced to students, directions and expectations are modeled by the instructor. Students assigned to a particular task are observed to determine functional capabilities. If a student needs greater assistance, they are paired with a student of higher functionality. This encourages opportunities for improved teamwork and peer communication strategies. If a student can work on a task independently or with minimal assistance, the instructor will overlook and provide help when necessary.

 

Functional Skills

For students needing improvement in language and fine motor development, this course teaches functional life skills at primary and intermediate levels. Instructional strategies include 1:1 and small group instruction, reinforcement, cueing, prompting, repeated practice, shaping, visual supports, modeling, role playing, picture and auditory systems. Students are assessed based on active participation, task orientation, following directions, recall consistency, and social interaction. Performance indicators are measured in each of the following curriculum areas: 

  • Personal Care:

    • Follow hand washing procedures.

    • Zip and fasten jacket or coat. 

    • Tie shoes.

  • Independent Living:

    • Clean up space after preparing food or eating a meal.

    • Wash and dry dishes.

    • Measure, pour, and stir ingredients.

    • Wipe tables, doorknobs, light switches, and mirrors. 

    • Read and follow cooking recipes. 

    • Prepare grocery lists. 

    • Identify different types of food and cooking utensils.

    • Proper food storage.

    • Use a microwave to heat food.

    • Dust furniture and fixtures. 

    • Locate cooking and cleaning supplies.

    • Vacuum carpeted areas. 

    • Mop and sweep tile and hardwood floors.

    • Collect and take out trash and recycling.

    • Operate a washer and dryer.

    • Match and fold clothes. 

    • Organize personal belongings.  

  • Safety Practices:

    • Recognize and respond to emergency situations.

    • Ask for assistance.

    • Avoid hot surfaces and substances.

  • Communication Strategies:

    • Appropriately greet teachers and peers.

    • Comment and ask questions on topic.

    • Express thoughts, ideas, and feelings. 

  • Observational and Fine Motor:

    • Explore objects by holding, grasping, and reaching.

    • Color and draw using crayons, markers, and colored pencils.

    • Paste using glue sticks. 

    • Make predictions and inferences.

    • Recognize differences and similarities.

    • Collect basic data to determine outcomes. 

    • Follow experimental procedures. 

    • Perform basic rhythmic patterns alone or with a partner.

    • Identify spatial relationships with objects and people.

    • Apply movement concepts to specific situations.

    • Solve problems through active explorations. 

    • Practice stability skills.

    • Manipulate objects during sensory activities.

  • Behavioral Expectations:

    • Participate and complete tasks as directed with prompting.

    • Practice verbal and physical calming strategies with assistance. 

    • Understand behaviors result in positive and/or negative reinforcement.

    • Demonstrate good listening skills. 

    • Able to “try again” after experiencing a setback. 




 

Life Skills

In this course, students will study areas related to modern home economics and skills for living at an advanced level. Instructional strategies include 1:1, small group, and community-based instruction, modeling and coaching, and repeated practice. Students are assessed based on active participation, teamwork, problem solving, decision-making, cooperation, dependability, preparedness, and initiative. Performance indicators are measured in each of the following curriculum areas:

  • Self Development:

    • Interests, aptitudes, and abilities 

    • Values, goals, and standards

    • Daily routines 

    • Personal behavior standards

    • Personal sense of identity

    • Behavior self-controls

    • Emotional independence

    • Character development 

  • Interpersonal Relationships:

    • Types of relationships (e.g. supportive, positive, negative, friendships)

    • Dating

    • Peer pressure

    • Family structures and functions

  • Communication and Leadership:

    • Types of communication (e.g. verbal and nonverbal)

    • Barriers to communication

    • Importance of communication in relationships

    • Workplace communication

    • Leaders and followers

    • Being a team member

    • Opportunities of leadership

    • Effective leadership styles

  • Health, Safety, and the Environment:

    • High-risk behaviors

    • Substance abuse

    • Violence

    • Physical fitness

    • Importance of sleep

    • Leisure activities

    • Good grooming (e.g. caring for skin, teeth, hair, and body)

    • Mental health (e.g. stress, anxiety, and depression)

    • Meeting physical, social, and psychological needs

    • Serious illnesses

    • Emergency medical services 

    • Personal safety and security

    • Preventing accidents in the home and on the road

    • Emergency preparedness plans

    • Factors affecting the environment (e.g pollution)

    • Ways to help protect the environment (e.g. reduce, reuse, recycle)

  • Life Management Skills:

    • Conflict resolution

    • Constructive methods for handling conflict

    • Causes of conflict

    • Societal influences

    • Skills for coping with crisis

    • Balancing work and leisure

    • Time, energy, and task management

    • The decision-making process

    • Implementing a plan

    • Identifying potential solutions

    • Predicting outcomes

  • Food and Nutrition:

    • The importance of good health

    • Types of nutrients

    • The Food Pyramid

    • Dietary guidelines

    • Changes in nutritional needs

    • Balancing calories and energy 

    • Eating disorders

    • Meal planning

    • Preparing a grocery list

    • Food labeling

    • Using a recipe

    • Kitchen safety and sanitation

    • Cooking methods

    • Food storage

    • Serving food and dining out

  • Home Maintenance:

    • Cleaning supplies and equipment

    • Making a cleaning schedule

    • Home repairs (e.g. plumbing, carpentry, electrical)

    • Conserving energy

    • Energy sources

    • Designing and decorating your home

    • Housing trends

  • Textiles and Clothing:

    • Factors that influence clothing decisions

    • Clothes for specific occasions

    • Planning a wardrobe

    • Shopping for clothes

    • Understanding fashion terms

    • Reading labels and hangtags

    • Laundering products

    • Ironing and pressing

    • Dry cleaning 

    • Packing and storing clothes

    • Preparing to sew

    • Sewing techniques

  • Career Preparation:

    • Career exploration

    • Education choices

    • Factors affecting career choices

    • Applying for a job

    • Job interviews

    • Qualities of successful employees

    • Work schedules and income

    • Understanding paychecks

    • Role of the employer

    • Evaluating advertisements

  • Personal Finance:

    • The basics of budgeting

    • Using financial services (e.g. banks, checking, savings, credit)

    • Reducing flexible expenses

 

  • Cooking 

 

Goals

  • Students will gain independence in the kitchen

  • Students will prepare meals their own meals

  • Students will understand the importance of healthy eating and proper kitchen safety 

  • Students will be able to identify undercooked,  spoiled, expired and unsafe to eat foods

 

Class Size

Classes are kept small to ensure  each student receives individual attention and physical guidance, refining skills and understanding of proper and safe cooking techniques. Classes range from 3-6 students. 

 

Data Collection & Routines

Students develop meals through the guidance of the teacher. Students budget and grocery shop with teachers for their meals, create step by step lists for cooking, and preparing meals. Students prepare meals in the safety of our kitchen, and are assessed to determine if they are meeting goals as well as proper resolutions when kitchen emergencies occur. 

 

Instilling creativity, individuality and appreciation

Students get the opportunity to create the very same meals they love to eat at home and at restaurants.  Students feel self gratification knowing that they can create meals for others as well as themselves. With the opportunity to create several different types of meals, students learn an appreciation for several different cultures' foods as well as different meal styles. 

 

Modifications

Several safety modifications are put in place to ensure a safe kitchen such as an air fryer instead of an oil based fryer. Our small oven makes it easier to manage and stays at an appropriate eye level height for students to be able to see into. Hand over hand techniques are used while cutting food until the students are prepared to independently cut. 



 

  • Lawn Care

 

Goals

  • Students will learn the importance of routine lawn maintenance

  • Students will learn how to operate a non gas push mower

  • Students will learn how to operate an electric weed eater

  • Students will learn to create and maintain garden beds

  • Students will learn how to properly plant and care for different fruits and vegetables they will also use to create meals 

  • Students will learn all necessary lawn care safety for all equipment used

 

Data Collection

Students are assessed on their knowledge of lawn care techniques and safety protocol throughout the semester in both field settings as well as verbal and handwritten quizzes. 

 

Class Size

All classes are kept small enough for each student to receive individual attention and physical guidance to help refine skills and understanding of proper and safe lawn care techniques. Classes range from 3-6 students. 

 

Routines

Students are responsible for getting out and putting away all of their lawn care tools. Students learn the importance of taking care of their tools and general upkeep necessary for all tools to work at maximum performance level. Students will switch jobs throughout the lawn care process to get equal opportunities using the different equipment.

 

Instilling creativity, individuality and appreciation

A large population of our students love lawn care. Some students find watching lawn care videos and lawn care workers in the field relaxing and get excited about the different equipment used. The Coeur Lawn Care program helps our students see they can do the same jobs as others they look up to. 

 

Modifications

Students are given non gas powered equipment. All students are taught proper techniques for lawn equipment as well as all safety protocols necessary for safe operation. 
 

  • Community Outreach 

 

Goals

  • Students will give back to their community through different avenues of volunteer services

Class Size

All classes are kept small enough for each student to receive individual attention and the appropriate support needed for tasks involved with volunteer projects. Classes range from 3-6 students. 

 

Routines

Routines change throughout the semester depending on the needs of the volunteer work. This change allows students the opportunity to experience several different situations and work opportunities. 

 

Instilling creativity, individuality and appreciation

Students are given opportunities to leave the classroom and enter a more real world environment. The intention for the community outreach program is to inspire students to want to be more involved in their community as well as help them develop different job skills that can help them move forward in their adult life.

 

Modifications

Our team at Coeur looks for appropriate types of work and places where our students are challenged enough yet set up to succeed ensuring a positive experience.  

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