Resource Room
Welcome to our Team!
Parental Rights
SERVICES
Your child has the right to...
* A variety of special services that are necessary and appropriate to meet your child's individual and unique educational needs.
*These services are provided free by public cost.
*Any services to a child must 1) meet an educational diagnosis as determined by fedral and state criteria, and 2) show a demonstrated need for services.
*Services may be provided either within or outside the general education classroom. Services are for the subjects and times considered necessary.
*Participation in all classroom, school or district activities (except in unusual cases).
EVALUATION
You have the right to...
*Request an evaluation of you suspect your child has special needs.
*Discuss your concerns anytime with a school professional and expect an evaluation to be completed within sixty school days of signed consent. Extenuating circumstances extension may apply.
*A copy of the Evaluation/Eligibility Report
*A Comprehensive Evaluation every three years.
*Your child remaining in general education until the evaluation is completed. Any recommendations require your signatured permission.
*An Evaluation consistent with federal and state criteria for educational identification.
NOTICE/CONSENT
You have the right to...
*Be given Notice and then your Consent prior to any special education action. You may request time between the Notice and your decision on Consent.
*Have your child receive only services or changes services to which you have given prior permission.
*Agree or disagree with any proposed action for your child.
*Any consent for special education is voluntary and may be withdrawn at any time.
*The school may refuse action requested by you and you may refuse action recommended by the school.
*If the school and parent cannot agree on an action, either may request a Voluntary Mediation or Impartial Due Process.
Academic Programs
Alphabetic Phonics
A structured system to teach reading, spelling, writing, comprehension and oral and written expression with an emphasis on the five components of reading instruction, phonological awareness, phonics, vocabulary, fluency, and comprehension. This program was developed to teach individuals who are intellectually normal but have difficulty in auditory, visual, and/or Kinesthetic recognition or memory. It can meet the needs of every kind of learner.
Multisensory Grammar and Written Composition
This curriculum uses color codes to introduce and reinforce the definitions of the parts of speech in a sentence. Patterns of color are used to help students compose origninal sentences of varying lengths and comoplexities.
My Sidewalks On Reading Street
This is an intensive intervention program used with the Reading Street program in regular education. Sidewalks focuses on the priority skills children need in order to succed at learning to read. Priority skills are critical elements of early reading-phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Scientifically-based research has shown that these skills are the foundations of early reading and must be taught in a systematic sequence.
Saxon Math
Each lesson is accompanied by in-class guided practice (Side A) and independent written practice (Side B). Each practice includes a short practice of the new objective and a review of previously introduced concepts. Number Fact Practice strategies are presented to help children learn the number facts. Children are encouraged to recall the facts through the use of pattern recognition. Children practice facts orally and by using manipulatives, fact cards, and fact sheets. Student Fact Cards, Class Fact Practice, and Fact Independent sheets are provided for each child. Wrap-Ups and Teacher Fact Cards are included in the kit. Automatic fact recall is expected by the end of third grade. Oral and cumulative assessments are built into the program. Oral Assessments occur after every ten lessons, and Written and Fact Assessments after every five lessons. All skills assessed have been practiced for at least five days.
Classroom Rules and Expectations
Classroom Rules
1. Arrive to class at assigned time.
2. Enter room quietly and be seated
3. Follow Directions
4. Keep hands, feet, and objects to yourself
5. Complete work on time
6. Treat all people with respect.
Broken Rules
1. Name on the board (Warning)
2. One check mark will be placed behind your name. You will lose one dollar and owe 5 minutes of recess.
3. Two check marks behind your name. You will lose one dollar and owe 10 minutes of recess.
4. Three check marks behind your name. You will lose one dollar and owe all of recess. Parents will be called.
(This will vary depending on Individualized Behavior Programs)
I.D.E.A.
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.
Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages3-21) receive special education and related services under IDEA Part B.
Store
We conduct a store every two weeks for the special education students. They can earn a dollar a day for staying on task and following directions. At the end of the two weeks, they are allowed to buy items from the store with the money they have earned.
They maintain a checkbook register to keep track of their deposits and withdrawals.
(This may vary due to individualized behavior programs.)
Special Ed Teacher Chats
The special education and regular education staff meet once a month to address any questions or concerns they may have about inclusion classes or special education policies or procedures.