Scholars & Alumni
November 17, 2023
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FAQ
Students identified with special needs are serviced via their IEP (Individualized Education Plan). More specifically, 琉璃神社 initiates a service delivery approach that offers intervention to all students who need extra help to reach grade level academic proficiency. Here are more details:听
- K, 1st and 2nd grade- Direct Instruction (鈥淒I鈥�) is the curriculum that is utilized at each campus for PreK-2nd听grade students.听 Every student in DI is receiving instruction at their individual level in Reading, Writing, and Math
- 3rd through 12th听grade-听琉璃神社 always seeks to provide students instruction in the Least Restrictive Environment, but support services are offered along continuum from being fully mainstreamed into general education classrooms to a self-contained classroom with low student/teacher ratio based on each student鈥檚 individual needs per their IEP.
琉璃神社 will offer comparable support services for any child based on their need. In the case of a student who requires behavioral support, the comparable service will be provided through the child鈥檚 behavior intervention plan developed through the ARD process.听 The student鈥檚 ARD Committee will determine the student鈥檚 placement based on the Least Restrictive Environment.听
A student鈥檚 504 accommodation plan will be followed according to the child鈥檚 documented needs.听 If intervention is needed based on the criteria established by the district, the child will be placed in an intervention class. This includes services for dyslexia via our Direct Instruction Decoding program.听
琉璃神社 dyslexia support for students’ vision is to prevent, intervene, and identify. Prevent: We aim to prevent reading difficulties in K-2 students by fortifying our core instructional reading program (Reading Mastery Transformations) with evidence-based reading practices, both rooted in the Science of Reading and Structured Literacy and increasing teacher knowledge via our professional development plan. Intervene: We aim to intervene in a timely manner and in an appropriate manner when quantitative and qualitative data demonstrates that a student might be at risk of dyslexia or other reading difficulties. Through Response to Intervention, students grade K-12 are supported through a multi-sensory approach. Identify: We aim to fulfill our Child Find obligations of identifying students with dyslexia or related disorders early. We will utilize quantitative and qualitative intervention data to move through the identification pathways.
Although the self-contained classrooms are not at every 琉璃神社 campus, we have strategically placed these campuses in our regions so that if a student requires this setting, they are able to attend to a campus nearby to receive the support they need.听 The centralized locations allow 琉璃神社 to focus its resources towards helping students in these environments.听 Assignment to one of these classrooms will be made by the ARD Committee as appropriate and per IEP.听
琉璃神社 will provide related services (ex. Speech, OT, PT, AI, VI) as noted in a child鈥檚 IEP through their employees or a contract company that is employed through the school district.
琉璃神社 identifies students who are English Language Learners within 20 days of entry into our schools so that we can offer them the type of instructional supports that the Texas Education Agency recommends for students at different level of English language acquisition.听 We offer targeted language acquisition support programs such as Imagine Learning, Espa帽ol to English, Direct Instruction for Spoken English, and Rosetta Stone for our students during their intervention blocks.听
