Special Student Populations. Students with Learning Disabilities
Special Student Populations. Special education Students who are homeless
Special Student Populations. Special education services are available for students who qualify under state and federal guidelines. PCLC will follow the procedures and guidelines under the IDEA for Ohio educational agencies serving children with disabilities (http:xxx.xxxxxxxxxxxxxxx.xxx/xxxxx/). As part of an inclusive school community, students with special needs are fully included in the general education classroom, unless sufficient data shows that the general education classroom is not the least restrictive environment (LRE) for that student. Students with 504 plans and individualized education plans (IEPs) receive needed modifications, support, and remediation in the general education classroom unless otherwise indicated on their IEP. Each general education teacher in collaboration with the special education teacher is responsible for meeting the needs and goals specified in the IEP or 504 plan of each student. Special and general education teachers will collaborate and plan together to meet the needs of students with disabilities in the general education classroom whenever possible. A school and educational psychologist will be available to meet with teachers and administrators to discuss student referrals related to learning and behavior issues, as well as intervention strategies and planning. Once a student has gone through RTI tiers and the team has decided that the student needs to be referred for testing to special education services, the special education coordinator will begin the IEP process under the IDEA. The outsourced support staff listed below will be available to meet with teachers, administrators, and parents to discuss student referrals related to learning and behavior issues, as well as to discuss test results and intervention strategies. The following staff will be hired through Xxxxxxxx County Educational Service Center (HCESC): • School psychologist • Occupational therapist • Physical therapist • Speech pathologist In addition, PCLC will hire the following staff to support the school’s special education plan: • One special education intervention teacher K–4 • One special education intervention teacher 5–8 • One special education intervention teacher 9–12 • One special education instructional assistant • One special education coordinator and oversight consultant The outsourced support staff listed below will be available to meet with teachers, administrators, and parents to discuss student referrals related to learning and behavior issues as well as test resul...
Special Student Populations. Students with Learning Disabilities Limited English Proficiency Program Structured English Immersion
Special Student Populations. The school’s curriculum approach to instruction is adapted to serve students with specific learning needs. First, at the beginning of the year, all general-education teachers are provided with training regarding their responsibility to serve students with disabilities. Teachers sign a document titled “General Education Teacher IEP Responsibilities Notification,” which includes their responsibilities to administer supports, accommodations, and modifications. This document also includes the active roster for each general-education teacher. Any accommodations outlined in a student’s individualized education plan (IEP) are shared and reviewed with all general-education teachers that serve the student. Teachers are also provided with an accommodation quick-view document for their grade level and have access to all IEPs. Intervention specialists check-in with general-education teachers bimonthly to discuss accommodations and observe accommodations happening within the general-education classroom. When students require modifications to the curriculum, intervention specialists support the general-education teacher in modifying lesson plans to meet the needs of the student as outlined in their IEP. This may include push-in or pull-out services from the intervention specialist.
Special Student Populations. KIPP Journey Academy provides a progressive and seamless special education service delivery system. The service delivery model incorporates two key concepts: case management and integrated services. Case Management in special education encompasses a collaborative practice model including students, parents, teachers, administrators, social workers, clinical providers, nurses, and other practitioners as warranted. The Case Management process promotes communication and facilitates care along a continuum through effective resource coordination. The goals of special education case management include the achievement of academic success, easy access to interconnected and appropriate resources, the transfer of specialized interventions into practical application within the classroom and school community, and reinforcement of student self- efficacy (adopted from the American Case Management Association’s definition). Integrated service delivery, also known as networked delivery, focuses on engaging teachers, support staff and clinical providers in joint problem-solving and accountability through a school- based, one-stop point of access for special education services. Stakeholder collaboration and collegial teaming, driven by the Special Education Coordinator, is the foundation of an effective integrated system, resulting in more seamless service delivery for students with disabilities. The KIPP Journey Academy special education programs create the opportunity for every student, regardless of identified need, to be academically and personally successful in school. KIPP Journey Academy will promote an inclusive environment for all learners and work tirelessly to meet every student where s/he is in order to ensure they exit the program fully prepared to successfully continue their studies in high school and beyond. • Traditionally, approximately 14 percent of KIPP Central Ohio students have a variety of identified special needs as indicated on an IEP • The XXXX JOURNEY ACADEMY model will promote inclusion and pull-out opportunities in all content areas. Most students spend 80 percent or more time in a regular education classroom assisted by both general and special education teachers • A small group of students (< 10) with severe learning or behavioral disabilities will attend resource classes during which special education teachers deliver targeted instruction in math and reading • As required, students will be supported by a contracted speech therapist, a contracte...
Special Student Populations. The school’s approach to curriculum and instruction is adapted to serve students with specific learning needs. First, at the beginning of the year, all general-education teachers are provided with training regarding their responsibility to serve students with disabilities. Teachers sign a document titled, “General Education Teacher IEP Responsibilities Notification,” which includes their responsibilities to administer supports, accommodations, and modifications. This document also includes the active roster for each general-education teacher. Any accommodations outlined in the IEP are shared and reviewed with all general-education teachers that serve the student. Teachers are also provided with an accommodation quick-view document for their grade level and have access to all IEPs. Intervention specialists check-in with general-education teachers bimonthly to discuss accommodations and observe accommodations happening within the general-education classroom. When students require modifications to the curriculum, intervention specialists support the general-education teacher in modifying lesson plans to meet the needs of the student as outlined in their IEP. This may include push-in or pull-out services from the intervention specialist. Moreover, the thirty-minute intervention period each morning is used to scaffold prerequisite skills or preteach skills for upcoming lessons that day or later in the week.
Special Student Populations. Special education is an integral part of Dayton Leadership Academies – Early Learning Academy. Students with disabilities receive a continuum of services as identified in their Individualized Education Programs (IEPs) to ensure specially designed instruction in their least restrictive environments. Intervention specialists collaborate and plan with teachers to ensure that students with disabilities have access to the general education curriculum and, as appropriate, participate in the general education setting with nondisabled students. Intervention specialists utilize a variety of tools to closely monitor student progress. One of the standardized tools used at the beginning, middle, and end of the year is the Northwest Evaluation Association (NWEA). Data is utilized to closely track student gains and target areas of need to ensure appropriate, specially designed instruction. In order to provide a continuum of services, there are service delivery options based on student needs that may include consultation, direct instruction, support, and related services: Consultation: assistance to the regular education classroom teacher by a certified intervention specialist who develops instructional or behavioral strategies for students with disabilities, selects or develops instructional materials, and assists in the development of appropriate classroom and instructional modifications of the general education curriculum. Direct: provision of instruction and evaluation of instruction based on the general and/or functional curriculum by a certified intervention specialist in areas identified in the student's IEP. Support: provision of instruction in collaboration with the regular education classroom teacher that supports the student in the instruction of the general curriculum by a certified intervention specialist in areas identified on the student's IEP. Related Services: supportive, corrective, and developmental services included on the IEP and required for students with disabilities to benefit from special education. Examples include, but are not limited to, speech and language, occupational therapy, physical therapy, mental health/behavior specialist support, and transportation. based, tiered small-group or individual interventions. The IAT is made up of teacher representatives from each house team, along with the guidance counselor and school psychologist. The IAT supports teachers in creating and monitoring intervention plans. Dayton Leadership Academies - Earl...
Special Student Populations. Special Education Intervention Assistance Team and Positive Behavioral Intervention and Supports Gifted Students
Special Student Populations. At CWC Cincinnati, teachers will learn to design curriculum and apply instructional strategies that meet the varying needs of all learners, including gifted students. Staff will use a variety of teaching styles in order to encourage all students to reach their potential. CWC Cincinnati is committed to allowing and encouraging students to move fluidly and appropriately to push and challenge themselves to learn at their appropriate zone of development. CWC Cincinnati has a staffing plan that prioritizes the development of individual relationships between faculty and students. Each Kindergarten classroom will have a teacher and a teaching associate. They will be supported by a full-time enrichment teacher and a reading specialist in year one. CWC recognizes that enrichment teachers often can often bring in instructional expertise that gives greater breadth and understanding to all the unique learners we hope to serve. In addition, from year one onward, CWC Cincinnati will incorporate an inclusive special education staff that pushes into classrooms with one-on-one support when needed and additional support across the spectrum. CWC Cincinnati’s mission is built on a commitment to diversity: to provide an excellent public education focused on developing and demonstrating understanding while building connections within a diverse community. This commitment explicitly includes ensuring that all students, including students with disabilities, benefit from our philosophical foundations and Learning Model and are provided a full continuum of services. CWC Schools’ instructional philosophy, approaches, and practices are geared toward addressing the needs of individual students. In addition to the rich approach to learning that CWC Cincinnati will use to support and challenge all students, additional strategies and resources will help students with disabilities. The following structures assist in meeting students’ individual needs: • Competitive class sizes allow teachers to develop a deep understanding of individual student strengths and needs. In addition, in Kindergarten, teachers in each classroom will be supported by a teaching associate, enrichment teachers, reading specialists (pushing into classrooms), and special education staff. • CWC’s use of the workshop model and project-based learning facilitates differentiated instruction, including small-group instruction. These strategies provide for substantial independent work time in which teachers and support staff ...
