Exceptional Students

Category: School Related

Exceptional students and students who enter the school below grade level will be engaged in and benefit from the curriculum!

 

All applicable provisions of Federal law relating to the education of students with disabilities, including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990, will be strictly adhered to at The School.

 

All students will be engaged in and benefit from the curriculum, including exceptional students (ESE) and/or students who enter school performing below grade level. The results from both summative and formative assessments (such as the most recent FCAT, Florida Assessments for Instruction in Reading, teacher-made tests and screenings through the reading program) will be combined with formative data from diagnostic and dynamic classroom-based assessments to determine level of mastery in reading for each student. This triangulation of data points will provide the clearest picture of student need.

 

Based on this information, teachers will develop goals and strategies for increasing achievement for individual students, as indicated by the IEP, EP, and/or ELL plan as applicable. The faculty will differentiate instruction within the curriculum as necessary within the least restrictive environment. High expectations for success will be maintained for all students and individual strengths will be accentuated. For students not making adequate progress towards mastery of the NGSSS, the following methods will be initiated:

 

Students will be placed on a Progress Monitoring Plan (PMP) and targeted instructional strategies will be implemented.

Students showing consistent non-mastery of standards and poor academic progress will receive intensive intervention instruction based on data.

Reading strategies will be incorporated throughout all content areas in addition to those taught during language arts time.

Pull-out tutorial sessions, as well as Extended Learning Opportunities, will be provided to students (i.e. before/after school tutorials, Saturday academies, academic resource rooms).

Students will be given ample opportunities to access computer-assisted technology within the regular classroom setting and throughout other areas in The School including the media center and academic resource rooms.

Implementation of the Response to Intervention Process will also ensure that all students who enter The School performing below grade level will be immediately placed in groups scheduled to receive the needed interventions that will assist them to make academic progress. A student who exhibits a substantial deficiency in reading skills, based on results of these assessments by teacher recommendation, will have a Pupil Monitoring Plan (PMP), as indicated above, and be given intensive intervention immediately following the identification of the deficiency until the reading deficiency is remedied. A team will be assigned to each student usually consisting of a regular education teacher, special education teacher and reading/curriculum coach. Intervention instruction will be closely monitored and modified based on ongoing progress monitoring data. Intervention instruction may be modified through changes in frequency, instructor, duration, curricular program, and/or intensity

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