terms

	Educational Support Services
	DEFINITION OF TERMS Educational Support Services Includes all available services, exclusive of regular classroom teaching, designed to enhance the pupil’s learning. These services include: Occupational Therapy • Health Services Pre-first • Basic Skills Instruction (Math and/or Reading) Building Support Committee (BSC) • Gifted/Talented Programming Corrective Reading • Special Education Speech/Language • English as a Second Language (ESL) School Counseling • Physical Therapy Assistive Technology At Risk Students “At Risk” students are those children who fall into one or more of the following categories: They experience unusually stressful emotional/social situations, i.e. divorce, separation, death in the family. They have a diagnosed medical condition. They move into the district and experience transitioning difficulties. They have a history of truancy. They have been a victim of violence or witness to violence. They demonstrate significant academic delays. They demonstrate atypical social/emotional behavior. Any other condition that may interfere with academic success Building Support Committee (BSC) A committee composed of building instructional and support staff, including district support personnel, under the leadership of the building principal/assistant principal. The committee provides an appropriate forum for the exchange of ideas and the development of instructional strategies designed to address the instructional needs of students experiencing difficulty. The committee, in consultation with the classroom teacher, determines which instructional strategies should be implemented in the classroom, and which additional school level support services may be most beneficial to students. The committee supports the teacher in his/her efforts to provide an appropriate program in the least restrictive learning environment. Intervention Plan Intervention plans are only developed as an outcome of the BSC process. Developed by member(s) of the BSC, in collaboration with the referring classroom teacher, to address the unique learning/behavioral needs of a student who is not meeting specific curricular and/or behavioral expectations. Strategies are documented in a written intervention plan, signed by the action person, classroom teacher, and the principal. Although parent consent is not required to initiate the plan, parent signature is strongly recommended. Intervention Plans are designed to be short-term support for students. These plans are to be reviewed at least once each marking period at BSC. 504 Plans Section 504 is an Act which prohibits discrimination against persons with a handicap in any program receiving Federal financial assistance. The Act defines a person with a handicap as anyone who: Has a mental or physical impairment which substantially limits one or more major life activities (major life activities include activities such as caring for one's self, performing manual tasks, walking , seeing, hearing, speaking, breathing, learning and working. Has a record of such an impairment; or Is regarded as having such impairment. Modifications Modifications are strategies utilized by teachers that go above and beyond what is regularly implemented in the classroom. Modifications may include, but are not limited to, extended time for tests, shortened homework assignments, reduction of written work, and tests being read aloud. Modification on report cards should not be marked unless there is an Intervention Plan, an IEP, or a 504 plan.

DEFINITION OF TERMS

Educational Support Services

Includes all available services, exclusive of regular classroom teaching, designed to enhance the pupil’s learning. These services include:

Occupational Therapy • Health Services
Pre-first • Basic Skills Instruction (Math and/or Reading)
Building Support Committee (BSC) • Gifted/Talented Programming
Corrective Reading • Special Education
Speech/Language • English as a Second Language (ESL)
School Counseling • Physical Therapy
Assistive Technology

At Risk Students

“At Risk” students are those children who fall into one or more of the following categories:

They experience unusually stressful emotional/social situations, i.e. divorce,
separation, death in the family.
They have a diagnosed medical condition.
They move into the district and experience transitioning difficulties.
They have a history of truancy.
They have been a victim of violence or witness to violence.
They demonstrate significant academic delays.
They demonstrate atypical social/emotional behavior.
Any other condition that may interfere with academic success

Building Support Committee (BSC)

A committee composed of building instructional and support staff, including
district support personnel, under the leadership of the building principal/assistant principal.

The committee provides an appropriate forum for the exchange of ideas and the development of instructional strategies designed to address the instructional needs of students experiencing difficulty.

The committee, in consultation with the classroom teacher, determines which instructional strategies should be implemented in the classroom, and which additional school level support services may be most beneficial to students.

The committee supports the teacher in his/her efforts to provide an appropriate program in the least restrictive learning environment.

Intervention Plan

Intervention plans are only developed as an outcome of the BSC process.

Developed by member(s) of the BSC, in collaboration with the referring classroom teacher, to address the unique learning/behavioral needs of a student who is not meeting specific curricular and/or behavioral expectations.

Strategies are documented in a written intervention plan, signed by the action person, classroom teacher, and the principal. Although parent consent is not required to initiate the plan, parent signature is strongly recommended.

Intervention Plans are designed to be short-term support for students. These plans are to be reviewed at least once each marking period at BSC.

504 Plans

Section 504 is an Act which prohibits discrimination against persons with a
handicap in any program receiving Federal financial assistance. The Act
defines a person with a handicap as anyone who:

Has a mental or physical impairment which substantially limits one
or more major life activities (major life activities include
activities such as caring for one's self, performing manual tasks,
walking , seeing, hearing, speaking, breathing, learning and
working.

Has a record of such an impairment; or

Is regarded as having such impairment.

Modifications

Modifications are strategies utilized by teachers that go above and beyond what is regularly implemented in the classroom. Modifications may include, but are not limited to, extended time for tests, shortened homework assignments, reduction of written work, and tests being read aloud.

Modification on report cards should not be marked unless there is an Intervention Plan, an IEP, or a 504 plan.