Our Core


Outreach Involvement Center provides quality, daily physical education that is developmentally and instructional appropriate and available to our students. The materials are designed for use by students and their teachers as a learning resource for students to acquire facts, skills, or opinions or to develop cognitive processes. Instructional materials may be printed or not printed, and may include textbooks, technology-based materials, other educational materials, and test. Tutoring and one on one are provided. Appropriate instructional practices in physical education recognize children’s development and movement abilities. The ultimate goal of O.I.C. is ensuring that youth are mentally and physically educated. In addition to appropriate instructional practices, relevant content and ongoing assessment of student learning, there are other areas critical to the design and implementation of a quality secondary physical, educational program.


 O.I.C.’s instructional program shall reflect the written philosophy of the school. The methods, procedures, and practices shall reflect an understanding of and meet the relevant academic, vocational, therapeutic, recreational, and socialization needs of the students served. The instructional program shall be designed to meet the needs of all students enrolled and shall educate students with age-appropriate peers unless it can be shown that for a particular child with a disability, the alternative placement is appropriate and documented on the students IEP, IIP or 504 plan. O.I.C. provides a program of instruction that articulates learning outcomes for the core subjects: English, Mathematics, Science, and History/Social Studies. OIC also requires students to participate in a program of health and physical fitness during the regular school year unless the student is unable to attend due to a medical condition or has met the credit requirement for graduation. O.I.C. provides a well designed physical curriculum that integrates fitness education and provides students, teachers, and parents with the necessary information to develop an individualized program of fitness for each student. A student who participates in physical education programs that promote personal fitness and encourage daily physical activity will be more likely to become physically fit and responsible for their physical activity choices and behaviors for a lifetime. All students at O.I.C. will have the opportunity to benefit from physical education. Students with special needs receive physical education instruction in the least restrictive environment, and physical education is available equally to youth with disabilities and those without disabilities.
For all students, OIC will provide a focused and concerted effort to provide for today’s students the skills, attitudes, and knowledge they will need to be successful in the pluralistic and interdependent world in which these students will live and work as adults. Among these competencies are the ability to be multilingual and the ability to be cross-culturally competent. O.I.C. educators primary concern is that of enabling the student to develop an understanding of our collective history-the places in time and space where people lives intersect but also the lives of groups of people before and after such intersections. Such an approach will allow students to fully understand the roles and contribution of various groups of people to human civilization and culture. One critical element of a multicultural curriculum is to include experiences that allow students to explore events, concepts, issues, and themes from multiple perspectives. These perspectives over time should be broad so that the people they represent should be used as frequently as possible. Such an approach will help students to understand that one issue or event can be viewed in different ways by different people. A second important aspect of the OIC curriculum is that it should be relevant to the lives of students and should reflect their images as well as their natural experiences. The content, therefore, will reflect everyday aspects of living and the daily skills of the students. This will sometimes create a necessity for teachers to select illustrations, create analogies, or relate allegories that will connect new information to the experiences of the students. To do an adequate job in this area, OIC teachers will develop their knowledge about the sociocultural backgrounds of their students. OIC believes that arts and music education is vital to developing our next generation of creative and innovative thinkers, and every student should have the opportunity to participate in skills, both in and out of school. We know that students who participate in the arts are more engaged in life and empowered to be fulfilled, responsive citizens who can make a profound positive impact on this world. It is also important to give depth and meaning to information. This is especially true when looking at historical figures. OIC students will be given an accurate well-rounded view of people. Dr. King, for example, is portrayed as a peacemaker but he should also be described as a warrior, as a family man, and so on. It is also essential that historical figures and their accomplishments be shared with students regarding their historical period and the social, economic, political and geographical conditions in existence at that place and time. The dress, eating habits, and other customs of a people can be appreciated when viewed from these perspectives. The significance of an invention or discovery can also be more appreciated by students in today’s technological society when seen in this way. OIC’s multicultural curriculum focuses on the integration of content across disciplines. OIC believes that students need to understand that all things in life are interconnected, that they use science and math, for example, in many activities in their daily lives. When we teach content as separate entities, many students come to believe that one discipline has nothing to do with any other. Our classroom environment demonstrates to students the value of the educator places on diversity. This means that instructional design, activities, interaction patterns, behaviors, and expectations will be fair and equitable for all. In a pluralistic society, educators need to be keenly aware that many of the traditional school patterns accommodate some students and work consistently against others by providing the following curriculum: A Curriculum that is anti-racist and anti-sexist:
  • The promotion of critical consciousness in students and a curricular focus on social justice issues
  • A multicultural curriculum that represents primary education for all students since they will all need this knowledge for success In their adult lives.
  • Multiculturalism as an ongoing process that crosses all content areas and all other aspects of schooling.
OIC shall provide students with opportunities to gain an appreciation for art and music. OIC shall provide an instructional program that promotes the individual student’s developmental growth and academic achievement at successive grade levels, as appropriate. The program shall equitably serve the needs and interest of all students, taking into consideration age appropriateness, cultural norms, physical abilities, and cognitive abilities. OIC shall implement evidence-based practices to improve academic, behavior, and social outcomes for all students.

OIC Philosophy

Every child should have the right to learn and get a quality education.  A teacher should be aware of student’s emotional, social psychological and physical development as well as their cognitive growth.  OIC provides individualize instruction as an integral strategy to aid students with different learning preferences, to meet individual challenges.  Lessons will be structured into learning modalities by assessment-driven instruction.  OIC will involve students in the process of assessment by showing them rubrics of their work, giving them a self-check and a self-evaluation exercise and have them learn self-appraisal.  OIC expectations of education are that students are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially.  OIC will present curriculum that will incorporate each different learning style, as well as make the contents relevant to the student’ lives. Outreach Involvement Center will be responsible for different aspects of course implementation and student support as follows: Outreach Involvement Center will provide and ensure:
  • Students the ability to work at a pace right for them
  • Students will have access to an Outreach Involvement Center facilitator for questions
  • Providing tutoring outside of the online curriculum to ensure that students will understand the educational material
  • Therapeutic day services to students provide a wrap around service to ensure students academic success.
Outreach Involvement Center will provide quality educational services for students with disabilities in the surrounding area.  The cornerstone of the program will be the use of technology and the impact on 21st-century competencies for students.  Students will also learn using multiple modalities as they prepare to transition to young adults.  The positive behavior support program will support the program and reinforce both educational and societal expectations.  O.I.C. provides educational, behavior and social skill support for students from 10-22 years of age (grades 6th through 12th respectively).  The program accepts both male and female students.  The program works with following disabilities: ED, LD, OHI, and Autism.  The program provides academic preparation for students obtaining a standard diploma, as well as alternatives.   Therefore, using an array of educational strategies based on Standards of Learning helps to meet the student’s academic needs.  The academic program also offers academic rigor in language arts, math, science, history, life skills, social skills, and transition.  The program also provides enrichment opportunities and allows for time to master IEP and BIP goals.

Behavior Management System

The Outreach Involvement Center utilizes positive behavior supports to encourage and sustain positive behavior.  Positive reinforcement is the primary tool used to manage behavior as students earn praise, desired activities and tokens to the O.I.C. store when making appropriate choices throughout the school day.  Student behavior is tracked by using a color-coded point system with supports and reinforces behaviors stated in the IEP and BIP.  As students progress through the behavior system, they begin to understand the relationship between positive behavior and rewards, which is a proven intervention in working with students with learning disabilities. Behavior management means teaching.  We attempt to teach acceptable behaviors and to promote positive self-image in students by:
  1. Preventing problems
  2. Offering positive suggestions
  3. Redirecting to a different behavior or activity
  4. Providing encouragement
  5. Discussing the situation and why the rule is needed
  6. Giving positive attention frequently
  7. Developing rule with the students
  8. Setting up a program that is suitable for the ages and needs of the students
  9. Providing appropriate consequences
  10. Offering choices and interesting activities
  11. Using age-appropriate “time out” to allow for a cool down and time to think of better ways to handle problems.
  12. Removing privileges