Special Education
Student Services Branch
  Emily Mostovoy, Executive Director
5189 Verdugo Way, Camarillo, CA 93012
8053831924 Fax: 8053831915




   Schools » Triton Academy

  700 Temple Avenue, Camarillo, CA 93010 805•384•0205  
(Pleasant Valley SD- Los Altos School)




The Ventura County Office of Education, in collaboration with the Ventura County Special Education Local Plan Area (SELPA), operates seven special classrooms for students on the autism spectrum at Triton Academy in Camarillo.

All classrooms are structured to include multiple grade levels including upper elementary, middle school, and high school level.  At this time the youngest grade level is third (3rd) grade while the oldest is twelfth (12th) grade.

All classrooms at Triton Academy implement evidence-based educational interventions for students with autism including TEACCH, a structured educational methodology, Pivotal Response Treatment (PRT), a naturalistic instructional approach, Applied Behavioral Analysis (ABA), sensory mediation strategies, speech and language therapy, and social skills instruction.

Triton Academy places a high priotity on continued training and development of all in these evidence-based practices and participates.  All team members participate in regularly scheduled team collaboration meetings to refine and strengthen their skills in teaching students with autism.


There are three different instructional strands available at Triton Academy:

The first strand is designed for upper elementary through high school aged students who require a modified curriculum (California Alternative Performance Assessment or CAPA levels 2-5) and for whom the characteristics of autism are the primary barrier to learning.  These students require extensive instruction in multiple settings to acquire, maintain, and generalize skills necessary for application in school, work, home, and community environments. 

This strand uses a functional life skills curriculum which is based on the CAPA standards and is designed to increase the students’ independence in both school and community environments.  These include learning activities focused around the following domains:

  • vocational skills
  • domestic skills
  • leisure / recreation skills
  • community access / motor skills
  • communication
  • social-emotional and
  • functional academics. 

 Students in this strand work toward a certificate of completion.


The second strand is designed for students who require modified achievement standards of the California content standards in English Language Arts, Mathematics, and Science.  Students in this strand typically would take the California Modified Assessment (CMA), which is based on modified achievement standards.

This strand uses both state-adopted, standards-based curriculum and state adopted intervention materials.  Many students within this strand work on skills needed for independence such as budgeting, cooking, and community use and access.  Depending on the recommendation of the IEP team, some students in this strand work toward a high school diploma while others work toward a certificate of completion.

The third strand is designed for upper elementary, middle and high school students who are close to grade level standards academically and who require a learning environment uniquely designed to address the needs of students with autism.  

This strand uses state-adopted, standards-based curriculum and books, while at the same time emphasizing the application of skills in real life settings.  These students work toward a high school diploma.


Commitment to Quality Education for All
Copyright (c) 2014 VCOE Special Education
Terms Of Use