• Instructional Programming

    Direct Instruction (Grades K-12)

    Direct instruction is an approach to teaching that is skills-oriented. It emphasizes the use of small-group, face-to-face instruction by teachers and aides using carefully articulated lessons in which cognitive skills are broken down into small units, sequenced deliberately, and taught explicitly. Direct instruction follows the model of: I do, We do, You do. These teaching functions included teaching in small steps with student practice after each step, guiding students during initial practice, and ensuring that all students experienced a high level of successful practice. Direct instruction is sometimes called systematic teaching, or explicit teaching, or active teaching. HCS approved curriculum includes programs such as Reading Mastery Signature, Corrective Reading, Connecting Math Concepts, Language!, TransMath, Read 180, and System 44.

    Co-Teaching (Grades K-12)

    Our general education and special education teachers work collaboratively to provide specially designed instruction (SDI) to students with special needs in a general education environment. A number of benefits are presented in the literature in regard to the co-teaching model, such as greater collegian exchanges of strategies between professionals, increased understanding of all students' needs, stronger instructional programs grounded in general education content for students with disabilities, increased acceptance of students with disabilities by their peers, and decreased burnout for professionals.

    Learning Strategies (grades 6-12)

    Learning Strategies is a course designed for special education students in middle and high school who exhibit academic and/or functional deficits in the general education curriculum. It is supplemental to core content area classes. The learning strategies model addresses four main areas- Study Skills, Career Orientation, Organization, and Self Advocacy. The learning strategies model uses a blended learning approach which incorporates whole group instruction with small group rotations to target individual student needs.

    Secondary Transition (Ages 13-21)

    Secondary Transition is the process of preparing students for adult life after they leave high school. Transition planning begins at age 13, or younger if determined appropriate by the IEP team, as students consider their goals for the time after graduation through career awareness exploration activities. The transition process continues through high school as academic instruction and community experiences help clarify and support students’ goals. The entire process is based on individual student’s needs, taking into account each student’s strengths, preferences, and interests. 

    Transition can be thought of as a bridge between school programs and the opportunities of adult life, including higher education or training, employment, independent living and community participation. 

    Horry County educators facilitate students’ successful transition by using a process to develop the IEP; guide the way for students, families, educators, and service providers; and prepare students to cross the “bridge” to adult life.