The admission of new students into the Special Education
Program will be confined only to those who meet the
following criteria.
I. Students have Intelligence Quotient above the borderline
range.(See part 1 of Procedures)
II. Students have an overall achievement composite score
above the 'Well Below Average' range. (See part 1 of
Procedures)
III. Students must attend the regular program (non ESL)
IV. Students do not have voice or articulation disorders,
or other language disorders which require services from
a speech specialist.
V. Students do not have a serious emotional disturbance,
or serious behavioral disorder.
VI. Students do not have perceptual, perceptual-motor,
and general coordination problems which require perceptual
or motor training.
VII. Students do not have hearing impairment, and students
may have visual impairment, but correctable by glasses.
VIII. Students do not have neurological impairments
or physical disabilities.
Procedure:
Before placing the student in the Special Education
Program
I. A Psycho-educational Study will be conducted (See
Flow Chart).
II. An Individual Education Program (I.E.P.) will
be developed.
III. Parents must consent to both placement and I.E.P.
Personnel:
Placement of a student in the Special Education Program
will normally include
• Section Counselor (plus School Psychologist if necessary)
• Class/Subject teachers
• Section Principal
• Special Services Representative
• Parents
The Remedial Services assist underachievers who would
not benefit by retention in the regular curriculum.
They are students
whose performance has been chronically poor due to
such factors as change in curriculum, low attendance,
home situation etc..
Eligibility:
Students will be considered entry into the Remedial
Services program if
I. Performance has been chronically low despite intervention
II. Students lack home support
III. Students' emotional, behavioral, or motivational
needs
adversely affect their learning.
IV. Students have received failing grades, but would
not
benefit from retention.
Procedure:
Before placement in the Remedial Services Program
I. A Psycho-educational Study or Retention Study will
be
conducted (See Flow Chart)
II. An Individual Education Program (I.E.P.) will
be developed.
III. Parents must consent to both placement and I.E.P.
Personnel:
Placement of a student in the Shelter English Services
will normally include
• Section Counselor
• Class/Subject teachers
• Section Principal
• Special Services Representative
• Parents
All 3 programs are combined with the same resource
teacher working with ndividual Education Programs
(IEP). All programs will cover 2 main needs:
1. To provide the student with the individual
educational needs
2. To help bring the student up to, or as close
to, grade level attainment
All instruction provided for students will be individualized.
This means that differences in individual learning
style, rate of learning, level of maturation
and level of achievement will provide the basis for
instructional decision-making.
To respond to these differences, it is expected that
teachers will vary materials,rate of instruction and
methodology and that these modifications will be based
upon frequent assessment. (See Modifications Chart)
Because of the varying demands of the 3 school sections,
different needs must be met in the Elementary, Middle
and High schools. (In the case of an ESL student we
would avoid removing the student from language classes
where possible.)
Main aim:
• To provide students with extra help to ensure that
they have all of the necessary basic skills to gain
the maximum benefit from the RIS system.
Instruction Methods:
• Pull out for 1 to 1 or small group instruction(In
the case of an ESL student we would avoid removing
the student from language classes where possible.)
• Sit in on classes with students. Providing them
with support to participate as fully as possible in
the regular class.
We aim to place students, in one of our programs,
in homeroom classes in groups so as to give as much
teacher contact time as possible without
disrupting their normal schedule (i.e.. 3 students
in the same class will enable the teacher to be available
3 times the periods allotted for each student).
On a pull out program the students can have their
individual needs met more readily. This may involve
catching up on learning from previous years.
Main Aim:
• To bring students into line with grade level material,
whilst providing them with the skills necessary to
progress to the next level and
be able to keep up with the pace and demands of the
class. Before the transition to High School we would
be aiming to have the students as
independent of the special services as possible.
Instruction Methods:
• Pull out for electives and non-core subjects. (In
the case of an ESL student we would avoid removing
the student from language classes where possible.)
• Modification of courses: (see modifications sheet)
The Middle school is set up in such a way that elective
and non-core subjects are scheduled during the same
period for all Middle School
grade levels. This enables students to receive help
without disrupting regular classes. With a maximum
of 6 students per teacher, all on the
same course work, small group teaching or reteaching
can be achieved more easily. We aim to provide 10
periods per week for students' extra
lessons and individual instruction can be arranged
if and when necessary.
Main Aim:
Providing students with the support necessary to keep
them on line for graduation.
Instruction:
• Pull out for electives and non-core subjects. (In
the case of an ESL student we would avoid removing
the student from language classes where possible.)
• Modification of courses: (see modifications sheet)
In High School the greater demands of the curriculum
steer the priorities of the program more towards reinforcement
of core subjects. Individual educational needs are
met within the reinforcement procedure. This enables
the student to work on weaknesses without falling
behind on course work. (e.g. A student with a reading
problem will receive help with reading using subject
material)
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