St. Anne Catholic School Rock Hill, SC Special Education Programs SIT Process/Referral for Testing Process/SAP Accommodations/Modifications Resource Time/Inclusion St. Thomas Aquinas Scholarship

General Description  St. Anne Catholic School recognizes the need to provide special education services to students with identified learning needs.  The purpose of the Special Education Program is to identify and support students with specific learning needs so that every child can meet their academic potential.  We currently serve students with mild disabilities. Some examples are specific learning disability-reading, specific learning disability-written expression, specific learning disability-math, Dyslexia, Attention Deficit Disorder, and autism.  The maximum amount of time a student receives direct services with a special education teacher is 1 hour a day.  The following slides explain our process for special education eligibility, explanations of some special education terms, and description of services a student with a disability may receive at St. Anne Catholic School.

Student Intervention Team (SIT)  SIT is a group of classroom teachers and the special education teacher who work together to come up with ways to support a student within the regular education classroom.  When a student is referred to SIT, the special education teacher will call on 3- 4 SIT members to attend the meeting based on grade level.  Prior to the meeting, the special education teacher will conduct a classroom observation of the student. SIT meetings include the student’s classroom teacher, 3-4 members, and the special education teacher. An intervention plan will be designed at the meeting and implemented by the classroom teacher.

Referral for Testing  Once the SIT process has been activated and the Intervention Plan is in place, the team of teachers may determine a student is in need of further testing.  At this time, a meeting with the parent will take place explaining the concerns and recommendation for testing. This meeting should include the classroom teacher and the special education teacher combined. The special education teacher will share the information with the parents on how to contact the RHSD and the process.  It is important to understand that once we recommend and share the RHSD contact information with the parent, the ball is in their court. We cannot directly refer a student to the RHSD, the parent is the only one that can contact them and get that ball rolling. Follow up with parent through the process by the teacher is very helpful. RHSD will not share any information with us directly about the testing, results, or process. The parent has to keep us informed.

Eligibility and ISP Meetings  After testing, an Eligibility Meeting will take place. This meeting is designed to explain the test results to the parents. This is also when the parent discovers whether or not their child qualifies for services. Currently, the maximum amount of time a private school student can receive services through the RHSD is 1 hour a week. SAS staff may or may not attend this meeting. It is usually up to the parent if they want/need us there. We are not always informed of this meeting date for various reasons.  If a student qualifies for services, and the parent agrees at the Eligibility Meeting to accept services, then an Individual Service Plan (ISP) meeting is scheduled. Those that attend are RHSD, SAS, and parents. A plan is developed to meet the child’s needs. Included in the plan will be services, accommodations, modifications.

Student Academic Plan (SAP)  Finally we are ready to put together the SAP! This is a plan, based on testing results and the ISP, specific to SAS. It will include any accommodations, modifications, and specific goals set to help the student reach there full potential. This must be developed in order for us to service a student at SAS.  SAP meetings should include parents, classroom teacher, special education teacher, and the principal.  All teachers involved in the student’s academics will be notified and will receive a copy of accommodations and modifications that must be practiced with the student.  The SAP is followed closely by teachers and parents.  A SAP Progress report will go home once a quarter. It is sent home the same day as school report cards.

Private Evaluations  St. Anne School always recommends public school evaluations. We have a good relationship with the local school district and find them easy to work with.  However, for one reason or another, a parent might want to go through private testing. In this case, we do have a couple trusted private evaluation services that we recommend.  In our experience, private testing results through the service providers we recommend are as thorough as the public school evaluation.  The benefit to private testing is the time frame. Parents often find private testing to begin sooner than public testing.  The disadvantages to private testing are there is a cost (unlike public school) and an IEP, ISP, or 504 is not written.  Should private testing be completed, we develop a SAP based upon the test results and recommendations listed.

What if a 504 is recommended?  The Rock Hill School District will not write a 504 plan for a student enrolled in private schools nor will private testing evaluation services.  Sometimes testing results show there is no need for an IEP/ISP, but that a 504 is recommended.  St. Anne School does not write a 504 plan, but we can use the SAP in it’s place.  The process we use to determine if a student needs a SAP that is written in place of a 504 is very similar to the same process and format used by our local school district.  If the eligibility teams decides a SAP is needed, then a SAP will be written.

What is the difference between Accommodations and Modifications?  Accommodations-a change that helps a student overcome or work around their disability. Some examples include:  Orally giving answers instead of written answers, teacher provides notes/outlines, allowing typed/printed work, peer note taker, highlighted text, spell checker, etc.  Daily agenda checks b/t home and school, extra progress reports  Preferential seating, ability to leave room/take breaks, peer buddy, reward system  Extended time, shortened assignments, simplified directions  Test read aloud, fewer multiple choice (2 instead of 4), multiple choice instead of fill-in- blank or short answer or essay, provide word banks for fill-in-the-blank, separate test setting  These are all typically physical or environmental changes

Modifications Explanation (NDCCD)  Modifications are generally connected to instruction and assessment;, things that can be tangibly changed or modified. Usually a modification means a change in what is being taught to or expected from the student. Making the assignment easier so the student is not doing the same level of work as other students is an example of a modification. This change is specific to a particular type of assignment. Making a slight modification to an assignment can drastically improve a student’s ability to be academically successful. Changing what is being taught could make the difference in whether a student becomes proficient in the general education curriculum, which in turn could result in the attainment of a regular diploma as opposed to achieving an IEP diploma.  Here are a few examples:  Reduction of homework, reduction of class work  Omitting story problems, using specialized/alternative curricula written at lower level, simplified vocabulary and concepts, alternative reading books at independent reading level  Tests are written at lower level of understanding, preview tests provided as study guide, picture supports are provided, use of calculator  Grading based on pass/fail, grading based on work completion

Supports continued  If a child receives accommodations or modifications, it must be stated on the child’s report card.  It can be very confusing to tell the difference between accommodations and modifications.  What is most important to know is that both are meant to help a child learn.  Fair isn’t always equal! We give all students what they need to be successful. It’s not always the same, but it is always what each student needs, and it is always fair. This is differentiation!

Resource, Inclusion, and Consultative Services  All three are used to attend to and reach goals written on a child’s SAP.  Resource – A child is pulled out of the regular classroom for small group instruction.  Inclusion – I come in to the classroom and service the student in the general education classroom. Usually working with the teacher to design a plan of how to best meet the child’s goals, but within the regular setting.  Consultative-The student has a SAP for accommodations and modifications, but does not to be “pulled” for small group instruction on a regular basis.  Sometimes one is used solely over the others, sometimes it is a combination. It’s just according to the needs of the child.

St. Thomas Aquinas Scholarship  Who can apply? Any student that has an active IEP/ISP through public school or private testing and any student with qualifying paperwork proving the need of special education services in the private school setting. All of these students would have a SAP as well.  At St. Anne, all students that receive scholarship money have a SAP. However, all students with a SAP don’t necessarily qualify for the scholarship.  So far, our school has received about $80,000 toward the tuition of several of our special needs students!  At St. Anne we are thankful for this scholarship opportunity for our students. With it, we are able to serve students we might not have been able to previously. Our Special Education population is growing each year. It is beneficial for ALL students regardless of level of academic successes to be able to learn together in a diverse learning environment.

Resources   Anton, Shelly. Including students with Special Needs.  hill.k12.sc.us/departments/exceptionalstudenteducation.aspx