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Criteria for Eligibility and Student Placement in Learning Support

All students will need to meet eligibility requirements to receive formal learning support services at ISB. Eligibility would require the formal identification/diagnosis of a learning, developmental, or neurobiological disorder or an other health impairment that impacts learning. Assessment for eligibility is typically done in the form of a full psychological educational evaluation. Typically these evaluations are done outside of ISB. A range of assessments are accepted as students enter the school as long as they have stated norm references and are completed by qualified practitioners. These evaluations are interpreted by LS faculty and translated into our ILP format. We use the discrepancy model to identify learning disabilities to date, with the exception of our early intervention model at the ECC. At the ECC students are referred and given support based on base line data at the grade level for initial small group intervention. Once an initial intervention has been tried a decision is made by the CST about further evaluation prior to the end of grade 2. Decisions about learning support eligibility must be made by the team of professionals who work with student, facilitated by the case manager. The decision for placement is made in close consultation and with the verbal consent of the child's parents. A decision about the level of support required is the responsibility of the team under the leadership of the case manager. Each students program is designed to meet his or her needs by emphasizing strengths, remediating weaknesses, and supporting curriculum access. Decisions about placements in broad bands of programming are based upon data collected on the student and discussions with the LS team.

Consultative Support Identified students who may need accommodations, but not
direct LS intervention. This group could include students identified with emotional needs. Many of these students have had intervention and are accommodating and self-advocating effectively.

Mild - Identified students who need some support which would not exceed an hour per day
at the maximum. Typically these students have a range of achievement from on or above grade level to below grade level by about one year.

Moderate The following factors are considered in determining a moderate level of support: Identified cognitive or learning disability with evidence of at least 2 grade levels behind peers Borderline or very low average IQ Existing level of support in math and language work identified as insufficient Has possibly repeated a year already The amount of required teacher time in the homeroom classroom How much support is needed for social and emotional development MS - If they qualify for 3 of the 4 supported classes. HS More than 2 supported classes out of 8 A moderate level of Learning Support can be identified by the amount of time that the student requires support from the department, and can include, but is not limited to the following: Individual instruction Resource room support in varying amounts Co- taught classes Modified classes Social/ Emotional Skills Support (within context or separately depending on needs) Need for multiple support services including Occupational Therapy, PT, Speech Language Therapy, counseling, medical needs

Intensive Identified students who have a cognitive of developmental disability that


requires modified curricular expectation and functional life skills development. Typically these students require multiple therapies.

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