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| Score Range | Testing Services |
Confidentiality | Placement
| Special Services |
| SCORE RANGE |
500 and above Students at this level are qualified
to graduate from RIS with no restrictions.
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| TESTING SERVICES |
Individual and group testing programs conducted by
Pupil Services play a vital role in enrollment and placement,
and program evaluation in the school. Testing services
include:
i) Admission testing
ii) ESL Exit testing
iii) Academic Achievement testing - group test
iv) Cognitive Abilities testing - group test
v) Testing involved in individual Case Studies
Case Studies involve testing for
a) cognitive abilities
b) academic achievement
c) speech and language
d) perceptual/motor abilities
e) social/emotional functioning
All information regarding testing materials, test results,
and issues related to testing is strictly confidential.
The results of testing and subsequent decisions about
students are to be communicated to students, parents
and school staff ONLY by appropriate personnel whose
role it is to do so.
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| CONFIDENTIALITY |
It is the responsibility of a counselor, psychologist,
and doctor to define the degree of confidentiality to
their patient or client, and, in case of minor, to his/her
parent. In determining the boundary of confidentiality,
the professional helpers must consider their professional
ethics along with the requirements of the institution
in which they work and the clientele they serve. They
must realize that though they all agree on the essential
value of confidentiality, it cannot be considered an
absolute.
In general, the professional helpers have a primary
obligation to respect the confidentiality of information
obtained from persons in the course of their work. They
reveal such information to others only with the consent
of the person or the person’s legal representative,
except when the release is required by law or required
by responsible performance of duty. Such exceptions
include child abuse, communicable disease, court order,
or circumstances in which keeping confidentiality would
result in imminent danger to the persons or to others
or to the institution. Should the professional helpers
decide that confidential information needs to be shared,
they are expected to use sound professional judgment
and seek professional consultation when they are in
doubt. Furthermore, they should inform their supervisor
and document in writing the nature of these consultations.
In this regard, the professional helpers need to inform
their client/patient of the possible actions they must
take to protect a third party.
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D. PLACEMENT
a) NEW STUDENT PLACEMENT |
Pupil Services assists in determining a candidate’s
suitability for enrollment and the appropriate class
placement of the student
once accepted; for example, whether the student be placed
in a regular or ESL program. The psychologist, when
appropriate,
conducts a full evaluation of the student to further
ascertain whether academic support is required. Academic
support is provided by ‘special education’ trained teachers.
Admission is governed by considering the candidates
previous educational performance as described by parent
interview and
a review of information supplied by previous schools,
abilities in English, and results from testing in basic
skills.
Grade placement is determined by considering grade completed
at previous school, age of candidate and results from
testing.
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| SPECIAL SERVICES
- INTRODUCTION |
RIS Special Services are comprised of 3 different
programs:
1. ESL SHELTER SERVICES
Shelter English Services serve as a bridge for students
recently exiting from the ESL program and having difficulties
with the regular program.
Eligibility:
For a student to be offered Shelter English Services,
the following requirements must be met.
I. Students must have exited from the ESL program
for a period of no less than one semester.
II. Students must have been placed in the regular
program for no longer than one school year.
Procedure:
Before providing the student with Shelter English
Services
I. Teachers (Homeroom/Subject) must complete a referral
form stating students inability to follow regular
curriculum despite intervention. (See Flow Chart)
II. A Partial Assessment to confirm that, with Shelter
English Services, the student will be capable of continuing
in the regular program.
III. Parents must consent to student placement in
the program.
Personnel:
Placement of a student in the Shelter English Services
will normally include
- Section Counselor
- Class/Subject teachers
- Section Principal
- Special Services Representative
- Parents
2. SPECIAL EDUCATION PROGRAM
The Special Education Program is for students
whose educational needs cannot be successfully met
in the regular classroom. Instructional materials
are modified to meet the needs of the child as dictated
by intellectual functioning, academic skills, and
type of disability.
Eligibility:
The following students will be considered as candidates
for the Special Education Program services
I. Students with Learning Disabilities
II. Students with mild Retardation
III. Students with mild Physical Handicaps
IV. Students with Emotional Disturbance
NB. It must be established that the disabilities or
disorders are in the mild to moderate range,
and the students' special needs can be met by the
RIS facilities and personnel.
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