Common use of Special Student Populations Clause in Contracts

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 that teachers exhaust this step before a child is referred for testing for special- education services. Students who are homeless Plan for students who are homeless The XxXxxxxx-Xxxxx Act requires schools to identify and remove all barriers to enrollment and retention in school for children and youth in homeless situations (42 U.S.C.§§11432(g)(1)(I), (g)(7)). Zero-tolerance rules for absenteeism can be such barriers, particularly when they result in class failures, exclusion from school, or court involvement. Frequently, students in homeless situations will miss school due to their living situations. Absences caused by homelessness should not be counted against students. The XxXxxxxx-Xxxxx Act requires that zero-tolerance rules address the realities of homelessness and not create a barrier to enrollment and retention in school. Student rights PCLC recognizes that all students residing within the school’s boundaries, including those who are homeless, have the right to the opportunity to enroll and participate in PCLC educational and support programs. Homeless students who are enrolled in PCLC have the right to • equal access to all educational programs and services, including transportation and school nutrition programs; • continue to attend PCLC for the duration of homelessness or the current school year, whichever ends first; • attend PCLC while homeless, unless there exists a legitimate reason for requiring attendance at another school; and • receive all educational services for which they are eligible (that is, special education, gifted and talented education, and limited English proficiency education).

Special Student Populations. CCA has adopted the Ohio Department of Education Special Education Model Policies and Procedures. 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 Specialteachers 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 individualized education plan (IEP) are shared and reviewed with all general education teachers who 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 pre-teach skills for upcoming lessons that day or later in the week. Identifying Students in Need of Services 2 This approach is modeled after XXXX Academy Xxxx. The school has an established Intervention Assistance Team (IAT) within each grade level that reviews data, recommends response to intervention (RTI), establishes RTI, tracks data, and makes recommendations for evaluations, when necessary. If a student who is not currently receiving special-education services does not respond to interventions assigned by the IAT, they may be referred to the school psychologist and a Suspected Disability Meeting may need to be held. If a parent requests an evaluation, a Suspected Disability Meeting will be held within thirty days of the written/verbal request. From there, an evaluation may be initiated. Students with Learning Disabilities CCA serves all students regardless of ability and complies 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. CCA educates students with disabilities in the least-restrictive environment (LRE) and with their nondisabled peers, to the extent appropriate and allowed by each student’s individualized education plan (IEP). The school does not discriminate against students having or suspected of having disabilities in admission or enrollment practices. At CCA, we believe all students can achieve academically regardless of ability. CCA provides students with disabilities with a free and appropriate public education (FAPE); to ensure that all students’ needs are well met, CCA hires teaching staff who have the appropriate special-education licensure issued by the Ohio Department of Education. The intervention specialist works closely with the school director and all teachers and students to provide accommodations and modifications as needed. The intervention specialist maintains records and adheres to the following processes to ensure that CCA meets every student’s needs: • Upon enrollment, families complete a questionnaire to identify if their child has received special-education services or has been diagnosed as having a disability. • 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 LRE and, as appropriate, meets with families to rewrite IEPs. • For all students, academic progress is monitored regularly. Students who are not showing academic progress receive additional supports, such as in-school tutoring. If progress is not made through such supports, the staff begins the prereferral process, and the intervention specialist works closely with teachers to identify alternative strategies within the classroom to support that student. • The strategies are implemented in the classroom immediately. If the student does not show improvement, the school recommends an evaluation and, with parental consent, will conduct an evaluation with an appropriately licensed professional. • When an evaluation indicates evidence of a disability and suggests that special-education services are available appropriate, an IEP team—including the parent(s), the intervention specialist, a regular education teacher, and the student (if age appropriate)—develops an IEP for the student and agreed-upon special-education services are provided. • All IEPs are evaluated annually and revised as needed by the IEP team. All students who qualify under receiving special-education services are reevaluated at least once every three years. • To the greatest extent possible, CCA serves all students within an inclusion program. In cases where the needs of the student and the IEP require a different program, CCA meets those needs with existing or appropriately licensed contracted staff. Limited English Proficiency Program CCA serves its students with limited English proficiency (LEP) in accordance with all applicable federal laws and regulations and in compliance with Ohio Revised Code Section 3301.07.11. LEP students are subject to all state testing requirements. CCA follows all Ohio guidelines for identifying LEP students. Specifically, the following: • Upon enrollment into the school, all students receive a survey asking them about the languages spoken in the home. • CCA identifies students whose primary language or home language is a language other than English (PHLOTE). • Students whose dominant language is not English receive an assessment of English proficiency using instruments and techniques approved by the district that are likely to include the Language Assessment Scales (LAS). • Educational programs are responsive to these specific needs and in compliance with state and federal guidelines. PCLC will follow • CCA reports the procedures number of LEP students attending the school to the district and guidelines under the IDEA state. CCA has adopted a program of structured English immersion for Ohio educational agencies serving children with disabilities (http:xxx.xxxxxxxxxxxxxxx.xxx/xxxxx)all LEP students. As part The purpose of an inclusive school community, this program is to achieve English proficiency for all students with special needs are fully included in as quickly as possible while holding the general-education classroom unless sufficient data shows that utmost respect for the general-education classroom is not the least-restrictive environment for that language and culture of every student. Students with 504 plans The LEP program at CCA is designed exclusively to meet our mission. If students are to leave our school and individualized education plans (IEPs) receive needed modificationsenter, supportexcel in, and remediation graduate from the strongest college-preparatory high schools, they must read, write, and speak English fluently. Effective achievement of this mission requires that we teach our students English as efficiently as possible. At a minimum, we assess students’ progress in learning English on an annual basis using procedures approved by the general- education Ohio Department of Education. Structured English Immersion LEP students receive the same academic content as those students who are native speakers of English. All classroom unless otherwise indicated instruction takes place in English. However, the level of English used for written and spoken instruction is modified appropriately for LEP students, with the stated purpose of holding every student to high academic standards. Students are not excluded from any curricular or extracurricular activities based on their IEPlevel of English proficiency. Each general-education teacher, Students are not placed in collaboration with the special-education teacher, is responsible for meeting the needs and goals specified in the IEP or 504 plan classes based on their level 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 IDEAEnglish proficiency. The outsourced support staff listed below will be available to meet academic program at CCA is designed for high performance with teachersLEP students. Most prominently, administratorsstudents receive one hundred minutes of literacy instruction each day, which may include instruction in phonemic awareness and parents to discuss student referrals related to learning and behavior issues, as well as to discuss test results and intervention strategiesphonics. 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 double literacy periods also allow 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 that teachers exhaust this step before a child is referred for testing for special- education services. Students who are homeless Plan for students who are homeless The XxXxxxxx-Xxxxx Act requires schools to identify and remove all barriers to enrollment and retention in school for children and youth in homeless situations (42 U.S.C.§§11432(g)(1)(I), (g)(7)). Zero-tolerance rules for absenteeism can be such barriers, particularly when they result in class failures, exclusion from school, or court involvement. Frequently, students in homeless situations will miss school due to their living situations. Absences caused by homelessness should not be counted against students. The XxXxxxxx-Xxxxx Act requires that zero-tolerance rules address the realities of homelessness and not create a barrier to enrollment and retention in school. Student rights PCLC recognizes that all students residing within the school’s boundaries, including those who are homeless, have the right to the opportunity to enroll and participate in PCLC educational and support programs. Homeless students who are enrolled in PCLC have the right to • equal access to all educational programs and services, including transportation and school nutrition programs; • continue to attend PCLC for the duration of homelessness or the current school year, whichever ends first; • attend PCLC while homeless, unless there exists a legitimate reason for requiring attendance at another school; and • receive all educational services for which they are eligible (that is, special education, gifted and talented education, and limited English proficiency education)LEP pullouts as needed.

Special Student Populations. Students with Learning Disabilities Village Preparatory School :: Woodland Hills Campus 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. Village Preparatory School :: Woodland Hills Campus 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. At Village Preparatory School :: Woodland Hills Campus all students, regardless of ability, can achieve academically. Village Preparatory School :: Woodland Hills Campus will provide students with disabilities with a Free and Appropriate Public Education (FAPE), and to ensure that all students’ needs are well met, Village Preparatory School :: Woodland Hills Campus will hire teaching staff who have the appropriate special education licensure issued by the Ohio Department of Education, and will hire a Special Education Director to work closely with the Director of Curriculum and Instruction and all teachers and students to provide accommodations and modifications as needed. The Special Education Director will also maintain records and adhere to the following processes to ensure that Village Preparatory School :: Woodland Hills Campus meets every student’s needs: • Upon enrollment, families will complete questionnaires to identify if their child has received special education Specialservices or has been diagnosed as having a disability. • Once students are enrolled in the school, the Special Education Director will communicate with families regarding students already receiving Special Education Services. • The staff will implement existing IEPs and provide an appropriate education within the Least Restrictive Environment and as appropriate, will meet with families to rewrite IEPs. • For all students, academic progress will be monitored regularly and students who are not showing academic progress will receive additional supports (i.e. after school tutoring). If progress is not made through such supports the staff will begin the pre-referral process, and the Special Education Director will work closely with teachers to identify alternative strategies within the classroom to support that student. • The strategies will be implemented in the classroom immediately. If the student does not show improvement, the school will recommend an evaluation, and with parental consent will conduct an evaluation with an appropriately licensed professional. • When an evaluation indicates evidence of a disability and that special education services are available appropriate, an IEP team including the parent(s), the Special Education Director, a regular education teacher, and the student (if age appropriate) will develop an IEP for the student and agreed upon special education services will be provided. • All IEPs will be evaluated annually and revised as needed by the IEP team. All students who qualify under receiving special education services will be re-evaluated at least once every three years. • To the greatest extent possible, Village Preparatory School :: Woodland Hills Campus will serve all students within an inclusion program. In cases where the needs of the student and the IEP require a different program, Village Preparatory School :: Woodland Hills Campus will meet those needs with existing or appropriately licensed contracted staff. Village Preparatory School :: Woodland Hills Campus will provide two kinds of interventions: school-wide programs and referral-based services. School-wide programs have no screening criteria: all students can participate in these programs. These programs include Title 1 tutors. Referral-based services directly target students with particular deficits – whether academic, organizational, socio-emotional or behavioral – that put them at risk for academic failure. Students will be referred to these services using a three- fold process: • Using beginning-of-year data to identify students early • Regular six-week check-ins to identify students in need of services • A clear process for ad-hoc referrals Accommodations and Modifications: A student’s IEP will list accommodations that need to be made in the general education classroom that all teachers must, by law, implement on a daily basis. In the most literal sense, the accommodations that will be made to adjust for a student’s special needs are simply an extension of differentiating instruction techniques that good teachers implement on a regular basis. • Generally speaking, accommodations do not alter the substance of the curriculum, but instead include adjustments to structures and delivery methods (such as seating arrangements, using graphic organizers, etc.) that assist the student to engage in the curriculum. Simply put, accommodations provide an alternative way of accessing the same curriculum. • Modifications are changes made to the curriculum itself (such as when a student is assigned a different book or exercise, for example). Modifications should be used only sparingly, and only if accommodations do not meet the needs of the students. The accommodations or modifications made for particular students will ultimately be purposeful responses to a particular learning difference experienced by a child. As a result, it is difficult to create general protocols for adjusting instruction that will apply to every situation. Nonetheless, a teacher’s objectives, lesson plans, instructional methods, and assignments can be differentiated as follows: • Size. A common method of differentiating instruction is to adapt the number of items that the learner is expected to learn or complete, or to adapt the amount of information that a student is provided at one time. • Time. Another common approach is to extend the time that a student has to complete some task or learn some material. You may find it helpful to individualize the timeline upon which a project is expected to be completed, for example. • Input. A teacher can adapt the way instruction is delivered to students, by using a variety of visual aides, concrete examples, or hands-on activities. • Output. Similarly, one can adjust the types of output that the students are producing. Perhaps projects, tasks, or presentations might be an appropriate adjustment for a student whose disability makes written expression very difficult. • Level of support. Consider increasing the amount of personal assistance the learner is receiving during a given task. • Participation. Students’ disabilities can sometimes be inextricably intertwined with self-esteem issues. In some case, too public a form of participation can inhibit a student’s learning. You may want to consider adapting the extent to which, or ways that, a certain learner is expected to participate. Limited English Proficiency (LEP) Program Village Preparatory School :: Woodland Hills Campus will serve its LEP students in accordance with all applicable Federal Laws and Regulations and in compliance with Ohio Revised Code Section 3301.07.11. LEP students are subject to all state testing requirements. Village Preparatory School :: Woodland Hills Campus will follow all Ohio guidelines for identifying LEP students. Specifically: • Upon enrollment into the school, all students will receive a home-language survey of languages spoken in the home. • Village Preparatory School :: Woodland Hills Campus will identify students whose primary language or home language is other than English (PHLOTE). • Students whose dominant language is not English will receive an assessment of English proficiency using instruments and techniques approved by the district and likely to include the Language Assessment Scales (LAS). • Educational Programs will be responsive to these specific needs and in compliance with state and federal guidelines. PCLC • Village Preparatory School :: Woodland Hills Campus will follow report the procedures and guidelines under number of LEP students attending 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 to 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 district 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 that teachers exhaust this step before a child is referred for testing for special- education services. Students who are homeless Plan for students who are homeless The XxXxxxxx-Xxxxx Act requires schools to identify and remove all barriers to enrollment and retention in school for children and youth in homeless situations (42 U.S.C.§§11432(g)(1)(I), (g)(7)). Zero-tolerance rules for absenteeism can be such barriers, particularly when they result in class failures, exclusion from school, or court involvement. Frequently, students in homeless situations will miss school due to their living situations. Absences caused by homelessness should not be counted against students. The XxXxxxxx-Xxxxx Act requires that zero-tolerance rules address the realities of homelessness and not create a barrier to enrollment and retention in school. Student rights PCLC recognizes that all students residing within the school’s boundaries, including those who are homeless, have the right to the opportunity to enroll and participate in PCLC educational and support programs. Homeless students who are enrolled in PCLC have the right to • equal access to all educational programs and services, including transportation and school nutrition programs; • continue to attend PCLC for the duration of homelessness or the current school year, whichever ends first; • attend PCLC while homeless, unless there exists a legitimate reason for requiring attendance at another school; and • receive all educational services for which they are eligible (that is, special education, gifted and talented education, and limited English proficiency education)state.

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/xxxxxxxxxx/). As part of an inclusive school community, students with special needs are fully included in the general-general education classroom classroom, unless sufficient data shows that the general-general education classroom is not the least-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- general education classroom unless otherwise indicated on their IEP. Each general-general education teacher, teacher in collaboration with the special-special education teacher, teacher is responsible for meeting the needs and goals specified in the IEP or 504 plan of each student. Special- Special and general-general education teachers will collaborate and plan together to meet the needs of students with disabilities in the general-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 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-to special education services, the special-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 School psychologist • occupational Occupational therapist • physical Physical therapist • speech Speech pathologist In addition, PCLC will hire the following staff to support the school’s special-special education plan: • one special-One special education intervention teacher for grades K–4 • one special-One special education intervention teacher for grades 5–8 • one special-One special education intervention teacher 9–12 • One special education instructional assistant • one special-One special education coordinator and oversight consultant High School Expansion 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 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 PCLSC will additional staff as needed to support the school’s special education plan The job of the special-special education oversight consultant is to ensure that PCLC stays in compliance with all federal and state special-special education requirements. RTI Response to Intervention will be rigorously implemented. It is very important that teachers exhaust this step before a child is referred for testing for special- to special education services. Students who are homeless Homeless Plan for students who are homeless Students Who Are Homeless The XxXxxxxx-Xxxxx Act Act, 42 U.S.C.h§11432(g)(1)(I), (g)(7), requires schools to identify and remove all barriers to enrollment and retention in school for children and youth in homeless situations (42 U.S.C.§§11432(g)(1)(I), (g)(7))situations. Zero-tolerance rules for absenteeism can be such barriers, particularly when they result in class failures, exclusion from school, or court involvement. Frequently, students in homeless situations will miss school due to their living situations. Absences caused by homelessness should not be counted against students. The XxXxxxxx-Xxxxx Act requires that zero-tolerance rules address the realities of homelessness and not create a barrier to enrollment and retention in school. Student rights PCLC recognizes that all students residing within the school’s boundaries, including those who are homeless, have the right to the opportunity to enroll and participate in PCLC educational and support programs. Homeless students who are enrolled in PCLC have the right to • equal access to all educational programs and services, including transportation and school nutrition programs; • continue to attend PCLC for the duration of homelessness or the current school year, whichever ends first; • attend PCLC while homeless, unless there exists a legitimate reason for requiring attendance at another school; and • receive all educational services for which they are eligible (that is, special education, gifted and talented education, and limited English proficiency education).