The Special Education Department offers individualized instruction, methods, learning strategies and specific educational/ vocational plans according to each student’s Individualized Education Program (IEP). In attempting to cooperatively meet a student’s goals in the Least Restrictive Environment (LRE), placement may include general education classes with completion of all aspects of the core curriculum, general education classes with a consulting special education teacher, inclusive classes with necessary student accommodations, inclusive classes with modifications that alter core curriculum objectives for appropriate individual IEP goals and objectives, one or more resource classes, a self-contained learning environment with goals that stress daily living, functional academics, personal/social, pre-occupational vocational and leisure skills community access and/or employment/internships experience is also available if the IEP team deems it appropriate. Grading in any of these various placements may include letter grades, pass/fail notations and/or transcript codings. See your case manager for specific courses not listed in the catalog.
A referral for Special Education services involves team interventions, parental involvement, staff input, formal and informal assessments and information/sharing meetings. This process may take several weeks. If special education testing, classification and/or placement is warranted, a meeting to develop and write an individual education program is held. This meeting involves the student, parents, teachers and other support services personnel.
See the PCSD Special Education page for more information about education for students with special needs.
ELL services are for students that need assistance in learning to speak, read, listen to and write English during the school day. If a language other than English is spoken in the home (as reported on the PHLOTE form at the time of school enrollment), the student’s English language proficiency will be assessed.
The assessment will test the student’s oral, reading and writing skills in English. The student will be placed in the language proficiency program that will best meet his/her needs based on the results of the assessment. ELL program services include instruction and support in oral language skills, listening skills, reading skills, writing skills and will be taught in an ELL classroom or (depending on how well they are learning English) will be supported in the general education classrooms.
Once the student has reached a level of competent or fluent in speaking, reading and writing, they will then be placed on “monitored” status. This means that they should be able to be successful in their regular classrooms without receiving additional instruction in the ELL program. The ELL teachers will monitor their performance in their classes for 2 years while they are on “monitored” status. If the student is successful during the two years of monitoring, they will then be exited from the ELL program.
If the student is not performing well in school, other types of support may be necessary. Possible options might include making modifications in the general education classroom, after-school programs to help with tutoring and/or homework, summer school, or special education for students who qualify for services because of a disability that impacts their ability to learn.
Parents have the right to decline ELL services for their child. Direct ELL program questions to the school ELL teacher, or Kathy Einhorn, PSCD Director of Student Services (435-645-5600).
Academic Skills and Instructional Support are alternative education support classes designed for students who need extra help in general education classes. These classes emphasizes effective study skills and learning strategies while providing independent study time. This program is committed to helping each student develop self-discipline, personal values, and social responsibility. Contact your student’s guidance counselor for more information.
Parent Notice Regarding Section 504 of the Rehabilitation Act of 1973
Programs for Students with Disabilities under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act prohibit discrimination against persons with a disability in any program receiving federal financial assistance. Section 504 defines a person with a disability as anyone who…
The school district has the responsibility to provide accommodations and services to eligible individuals with disabilities. The district acknowledges its responsibility under Section 504 to avoid discrimination in policies and practices regarding its personnel and students. No discrimination against any person with a disability shall knowingly be permitted in any program or practice in the school.
If there are questions, please feel free to contact your school principal (Assistant Principal Amy Jenkins is the 504 Coordinator at TMJH) or Jennifer Slade, Section 504/ADA District Compliance officer at (435) 645-5600