LEARNING SERVICES

Individual and/or small group academic support provided within the general education classroom or in a separate area to disabled students with diverse learning needs.  The instructional content is aligned with the Massachusetts Curriculum Frameworks.

All students at South Shore Charter Public School who are serviced with an IEP are assigned a Special Education Liaison. This liaison services as an advocate, case manager, and contact person for staff and parents involved in the support and implementation of the student’s IEP. The liaison will coordinate with the general education teachers to ensure accommodations and modifications are implemented as outlined on the student’s IEP, as well as possibly provide direct instruction as specified on the IEP.

It is required that documentation be kept on file to demonstrate that Regular Education Teachers and all Service Providers have read the student’s IEP, and that the contents of the IEP have been explained to them fully.  The staff has the opportunity to clarify any statements on the IEP, which are unclear. Signatures by the Regular Education Teachers and Service Providers indicate that they have read the IEP/Amendment and understand it.

It is the responsibility of the Liaison to ensure that a completed copy of this form is placed in the student’s Special Education record.  The Liaison will also monitor the implementation of the IEP and subsequent progress notes to correspond with the report card schedule.

The student’s Liaison processes the IEP - whenever a new IEP/Amendment is developed and signed by the parent/guardian. A copy of the new document[s] is/are distributed for staff review. It is the responsibility of the Liaison to ensure all teachers and service providers understand any amendments or changes to the student IEPs.

South Shore Charter Public School staff is legally responsible for implementing any and all parts of the IEP that relates to their class/subject area/service area throughout the students school day. All questions, concerns, issues should be immediately brought to the attention of the student’s Liaison or the Director of Learning Services.

Individual and small group counseling services are provided to students with identified emotional, behavioral, and social needs as a means to developing social and emotional growth, improve their self esteem, and increase positive behaviors to ensure successful performance in the general education setting. The School Adjustment Counselor also acts as a liaison between school, family and community agencies in order to expedite and coordinate the delivery of appropriate services.

The School Psychologist evaluates and identifies disabilities which would prevent adequate progress in academics. Assessments include cognitive abilities, academic achievement, attention and organizational issues, memory, social skills as well as emotional/behavioral needs. The School Psychologist serves as a member of a Team who determines eligibility for special education and helps to formulate diagnoses, make recommendations, and assist in developing Individualized Educational Programs.

These services are provided students with deficits in regulating their behavior. The BCBA serves the needs of staff and students. They evaluate, observe, support and train students and staff to address behavioral concerns and challenges. They work to complete Functional Behavioral Analyses and develop Behavioral Intervention Plans for student with behavioral challenges.

These services are provided to students with disabilities in communication; including auditory, expressive and receptive language, pragmatics, fluency or articulation disorders, which would prevent academic progress in the general curriculum. Students are provided services within the classroom setting, in small groups, or individually, depending upon the nature and severity of the disability.

These services are provided to students with sensory integration difficulties and severe fine motor problems, which significantly affect functional and academic performance. Individual, small group and in-class instruction along with classroom modifications can assist students to access the general education curriculum and perform age-level activities within the school environment.

This is a medically based service that may be provided to students with physical disabilities and/or severe gross motor problems whose functional and academic performance are significantly affected by these challenges. Individual and/or small group instruction is provided as well as classroom modifications to assist students in accessing the general education curriculum. The goal is to have the student attain age-level gross motor skills to maximize his/her independence in the school environment.

SSCPS uses specialized equipment and materials which, when specified in IEPs are provided to students. Students on Individualized Education or 504 plans may be entitled to assistive technology services via their IEP or 504 annual plan. Individual and group support and training is available on various hardware and software assistive technology options. South Shore Charter Public School is able to access books on tape and several of the textbooks at the high school level are also available online for students. Students also have access to the latest version of three different reading software programs, as well as voice recognition software.

At a student’s TEAM meeting, the TEAM discusses whether the student requires any assistive technology in order to access the general education curriculum and to receive a free and appropriate education (FAPE) as described in the IEP. Any discussion about the need or use of assistive technology is documented in the summary of the TEAM meeting and included in the appropriate sections of the student’s IEP.