Special Student Populations. Special education 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 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 for 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 for grades K–4 • one special-education intervention teacher for grades 5–8 • one special-education instructional assistant • one special-education coordinator and oversight consultant The job of the special-education oversight consultant is to ensure that PCLC stays in compliance with all federal and state special-education requirements. RTI will be rigorously implemented. It is very important th...
Special Student Populations. Students with Learning Disabilities DECA PREP will serve all students regardless of ability and will comply with all state and Federal statutes, including Title II of the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and section 504 of the Rehabilitation Act of 1973. Students with special needs will be educated in the least restrictive setting and according to each student’s individualized education plan (IEP). DECA PREP will not discriminate in admission and enrollment practices against students having or suspected of having disabilities. The extended-day and extended-year options planned for all DECA PREP students will afford students with disabilities multiple opportunities for instructional support. DECA PREP’s focus on application of skills will expose students with disabilities to creative projects and various assessment strategies. Faculty and staff will participate in professional development to ensure their preparation with the skills and sensitivities needed to maximize all students’ capabilities. For those with physical disabilities, facilities will be designed to facilitate and encourage their participation in all school activities to the students’ maximum potential. The school building will be in compliance with ADA, building codes and all other legal requirements. Individual educational plans will be developed and monitored according to IDEA and the Ohio State Performance Plan for Special Education. As an elementary school, DECA PREP will engage in child find activities and make Free and Appropriate Public Education (FAPE) available to any child who enrolls in this charter school. Rule 3301-51-05 of the Operating Standards for Ohio Educational Agencies Serving Children with Disabilities (2008) regarding procedural safeguards for parents will be followed wherein parents receive procedural safeguard notices, provide consent for initial evaluation, participate in meetings and have an opportunity to examine records regarding their child.
Special Student Populations. Students with Learning Disabilities Columbus Collegiate Academy - West will serve all students regardless of ability and will comply with all state and federal statutes, including Title II of the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973. Columbus Collegiate will educate students with disabilities in the least restrictive environment (LRE) and with their non-disabled peers to the extent appropriate and allowed by each student’s individualized education plan (IEP). The school will not discriminate in admission and enrollment practices against students having or suspected of having disabilities. Columbus Collegiate Academy - West believes that all students can achieve academically regardless of ability. The school will provide students with disabilities with a free and appropriate public education (FAPE). To ensure that all students’ needs are well met, CCA - West will hire teaching staff who have the appropriate special education licensure issued by the Ohio Department of Education. The special education director works closely with the director of curriculum and instruction and all teachers and students to provide accommodations and modifications as needed. The special education director maintains records and adheres to the following processes to ensure that Columbus Collegiate meets every student’s needs:7 • Upon enrollment, families complete a questionnaire to identify if their children have received special education services or been diagnosed as having disabilities. • Once students are enrolled in the school, the intervention specialist communicates with families regarding students already receiving special education services. • The staff implements existing IEPs and provides an appropriate education within the least restrictive environment. As appropriate, the staff meets with families to rewrite IEPs. • Academic progress is monitored regularly for all students. Those who are not showing academic progress receive additional supports, such as in-school tutoring. If a student does not make progress through such supports, the staff begins the pre-referral process, and the special education director will work closely with teachers to identify alternative strategies within the classroom to support the student. • The strategies are implemented in the classroom immediately. If the student does not show improvement, the school recommends an evaluation and, wi...
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. Intervention Assistance Team and Positive Behavioral Intervention and Supports Dayton Leadership Academies - Early Learning Academy is dedicated to ensuring that all students achieve grade-level proficiency and demonstrate grade-level behavioral expectations through Response to Interventi...
Special Student Populations. Special education is an integral part of Dayton Leadership Academies – Dayton View. 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.
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. XXXX Xxxxxxxx offers a full continuum of special-education services and has adopted the Ohio Department of Special Education Model Policies and Procedures. XXXX Xxxxxxxx’ student population includes the 12 percent of our students who have been identified as having a disability. In order to best meet the needs of our diverse learners, XXXX Xxxxxxxx offers a full continuum of specialized services. Students with disabilities may receive push-in support from an intervention specialist or paraprofessional, small-group resource or pull- out services from an intervention specialist, self-contained instruction, or services through an external partnership with alternative placement programs, including Ventures II, Buckeye Ranch, and St. Xxxxxxx Family Center. XXXX Xxxxxxxx’ general academic approach within the special-education department is to focus on exposing students to grade-level content as much as possible. If students are removed from the general-education environment to receive services, the acceleration model is used. The Learning Acceleration Model is based on research from TNTP and shows that exposing students to grade- level content as much as possible supports their academic growth.10 This model focuses on exposing students to the general-education content that is coming up next, and the intervention specialist embeds necessary accommodations or modifications for students to successfully access 10 TNTP, Learning Acceleration Guide: Accelerating Learning in the 2020–2021 School Year (New York: TNTP, November 2020), xxxxx://xxxx.xxx/assets/covid-19-toolkit-resources/TNTP-Learning-Acceleration-Guide-Updated- Nov-2020.pdf. the content. Some accommodations that may be incorporated into the classroom setting based on the students’ individualized education plans (IEPs) include the following. Instruction • Extra practice on lessons • Peer tutoring • Oral explanation of tasks • Preferential seating • One-on-one time or pull-asides as needed • Provide longer response time • Break tasks into smaller sections • Reduce the amount of copying from board Testing • Prior notice of test content • Open-book notes for teacher-made tests • Extra time for tests • Simplified directions • Alternative tests • Tests read to students • Retake tests • Same content • Shortened test length • Reduced choices on multiple-choice tests • Hands-on projects instead of tests • Use of highlighters Grading • Grades based on work and participation • No spelling penalty on written work • No ...
Special Student Populations. All contracts must address the following:
Special Student Populations. Students with disabilities: Sciotoville Elementary Academy identifies students with disabilities through the following means: Parent, Teacher, or Physician referrals. Parent referrals may be initiated at any time during the school year and stem from parental concerns regarding the student’s academic progress and/or physical well-being. Teacher referrals are a direct result of a student performing below grade level on both classroom work and standardized assessments. Physician referrals may originate at any point in the school year based upon the physician’s concerns regarding the social, emotional, and/or physical development of the student. These referrals are made only after there have been multiple failed attempts at providing school-wide interventions to the student. Once a referral has been made and parent consent has been obtained, a school psychologist is employed on an as needed basis. In order to formally assess at-risk students to determine eligibility for school-age services, the psychologist will work in collaboration with a district representative, all grade level teachers, Intervention Specialists, and additional support personnel, based on requirements of the Evaluation Team Report (ETR). All related services (Speech, Physical, and Occupational Therapies) are contracted through outside resources. Sciotoville Elementary Academy is a school-wide Title I entity, thus all students are provided with additional support daily within the typical classroom setting. Intervention Specialists and intervention/educational support aides work with students in an inclusion setting to meet the goals of each identified student’s Individual Education Plan (IEP). Intervention Specialists, as well as all teachers and educational support staff, are provided with ongoing professional development opportunities throughout the school year to ensure best practices and data-driven decision making. The parents/guardians of every child with an IEP receive progress reports at least four times a year, or every nine weeks. These progress reports are based on goals written on each child’s Individual Education Plan (IEP). Gifted students: The staff of Sciotoville Elementary Academy has already been provided with professional development on Differentiated Instruction and Response To Intervention (RtI). Teachers provide differentiated instruction to all students during a 45-minute enrichment/intervention period, based on the individual needs of each student, as indicated by the...
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. Students with disabilities 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 ...
