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In our attempt to prepare children to become well-rounded, positive-contributing citizens of the world, we are committed to supporting and nurturing the WHOLE child. To this end we offer our human services department in order to help the student, his family, and teachers objectively identify the path toward his maturity.
Our human services department is formed by the Child Study Team(CST)
which includes the OLC Coordinator, School
Counselor, Learning Specialist, School
Psychologist, ESL Coordinator and
Elementary
Principal.
Philosophy | Optimal
Match
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The Optimal Learning Center (OLC) is
based on the concept that an Optimal Match is
achieved by the continual adjustment of an appropriately challenging
learning program to match a student's demonstrated level and pace
of learning.
For most students in well-structured schools, individual abilities and needs match resources and expectations already available. For them, something close to an optimal match may already exist. However, any student is likely to be distinctive in some aspects of his or her background or learning style. Environments that are organized to provide an Optimal Match approach respond well whenever a particular learning need emerges.
The successful attainment of this match needs cooperation among parents, staff, and administration. Only then will our goal of adequately meeting the individual needs of our students be accomplished.
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What is an Optimal Match?
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The Optimal Match concept represents an approach toward teaching and learning that arises from the awareness that students have differing academic needs and from the belief that educators have the responsibility to be responsive to those differing needs. This Optimal Match approach is characterized by flexibility and creativity when accommodating students' learning differences.
The essential elements of the Optimal Match are:
· A respect for individuality and a regard for human differences, without an emphasis on disability.
· An appreciation of development, of process, of growth, and of change in individuals; a recognition that students demonstrate academic needs that may vary over time, and that responsibly addressing these needs requires teachers and administrators who are willing to be flexible and creative in searching for appropriate accommodations.
· The belief that when the pace of instruction and level of subject matter are matched to a student's readiness to learn, students with differing abilities and talents will find individual paths to academic success.
The Optimal Match approach invites educators to think about students from a multi-dimensional viewpoint. For example, it is not sufficient for a school to acknowledge that it has "gifted" students and to then offer a "gifted program". Students can be gifted in a variety of ways and may need a range of academics accommodations. The student who is both gifted and learning disabled presents an important challenge to the system.
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the best learning path for
each individual student
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a student to learn at his
or her own rate of progress, which is always challenging and motivating.
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the educational experience
whenever a student requires it.
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The philosophy of the Special Needs area is consistent with Escuela Bella Vista's Statement of Philosophy and the objectives to meet individual student needs.
Students with mild learning disabilities are accepted for enrollment at EBV. We recognize that these students can be successful with a minimum of academic support from our student support services program.
Special Education Identification Procedures
The special needs identification and service procedure consists of five phases:
Phase I- Preliminary Screening Process- Student population: 1st-12 th
Review of previous data:
- Teacher referrals
- Past testing results
- Latest report cards
- Medical history
- Admission screening process
Phase II- Identification Procedure- Full screening on achievement and ability, using different instruments.
Phase III- Determination of special needs: determines an hour or less of service.
1. Through an in-depth evaluation, a determination of a specific area of difficulty will be diagnosed, including inside and outside consultations.
2. An IEP will be established to meet the needs of the student as determined by the CST.
3. Implementation of IEP will take place.
4. Periodical Review and Evaluation of IEP
5. Changes if needed
Phase IV
- Programming recommendations for the ensuing year will be determined by a Child Study Team (CST) committee consisting of the parents, classroom teacher(s), Special Needs Teacher, OLC Coordinator, an administrator, if possible, and any other specialist deemed necessary.
- Parents will be notified of programming plans and participate in the planning process.
Phase V
- After a CST agrees, a student goes back to mainstream. There will be a trial mainstream for 6 weeks to decide if the student is capable of performing classroom skills.
- Monitor and follow up will occur.
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