SPECIAL EDUCATION SERVICES
In
compliance with federal and state special education laws, special
educators work with students who have been evaluated, found to be
educationally disabled and in need of special education instruction in
order to profit from regular education. A team comprised of staff,
parents, and student meet to establish appropriate goals with
measurable objectives, along with classroom modifications and
accommodations needed to meet curricular requirements. All of this is
incorporated into an Individual Education Plan (IEP). The IEP is an
individually designed education program for educationally disabled
students that is to be followed by all staff at KRHS. Each regular
education teacher in collaboration implements it with the student’s
case manager, parent (for home component of IEP), and student (for home
and school component of IEP).
If it is thought that a student
may be in need of special education services, any parent, teacher, or
student may contact the Student Assistance Team (SAT) chaired by the
Guidance Director. The SAT serves to support regular education teachers
and staff in order to address students’ academic difficulties. If
appropriate interventions over time fail to resolve a student’s
difficulties, the SAT may refer a student to the Pupil Placement Team
(PPT). The PPT is responsible for determining whether an evaluation is
warranted, at that time, or whether additional interventions should be
made first. The PPT is also responsible for undertaking evaluations and
for determining the presence of an educational disability.
Special
education is a means to an end, not an end in itself. Some IEP students
establish exit level goals to meet and to maintain, well before
graduating from high school. Other IEP students work to decrease their
need for special services during high school as they become more
independent. All IEPs are reviewed at least annually or more frequently
depending upon the needs of a student. An IEP student works with
his/her case manager during study halls on a consistent, prearranged
basis in a small group or one-to-one setting, to master specific
skills/concepts. Credit may be given for participation in a regularly
scheduled study skill class. This will be determined by prior
arrangement at the student’s annual IEP meeting.
Students who
receive special education support due to developmental disabilities may
be scheduled for the study skills classes and for additional support
through basic skills classes. These classes are small groups, taught by
special education and general education teachers. These may occur when
it is felt that it is not reasonable to expect a student to participate
in general education class even with modifications and accommodations.
The course content is closely related to that of general education
courses. The basic skills classes are limited in number, occurring only
when there are no other options for a student within the general
education classes. The student’s guidance counselor and case manager,
the appropriate department coordinator, the inclusion coordinator, and
the IEP team make arrangements.
FORMAT FOR COURSE DESCRIPTIONS
|
Course Computer Number: 1700
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Title: Study Skills
|
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Special Codes (If applicable):
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Credit: 1/4
|
Sample
1700 Study Skills
1/ 4Credit
SPECIAL CODES DEFINITIONS
|
AP |
Advanced Placement Courses |
|
CP |
Courses recommended for College Preparation |
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FA |
Courses which meet the Fine Arts requirement |
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Honors
|
Honors Courses |
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T |
Courses which meet the Physical Education Team Sport requirement |
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F |
Courses which meet the Physical Education requirement |
1700 STUDY SKILLS
1/4 Credit
Study skills is a
course designed to reinforce and build upon the student"s previously
learned organizational, study, test taking, and advocacy skills.
Specific IEP goals and objectives for each student are integrated into
the framework of this class as well. Students will work on individual
and group skills to enhance their learning, and they will be asked to
develop their own personal goals each quarter. The main objectives for
this course are: IEP implementation; learning style recognition;
development of learning and coping strategies; organization and time
management; self-advocacy skills; collaboration with staff and peers;
and increasing independence.
1711 WRITING TUTORIALS
1/4 Credit
The KRHS special
education department believes that it is important to provide students
with the opportunity to further develop their writing skills to meet
with greater success in their general education classes, and to help
them develop their life-long learning skills. A writing tutorial course
has been created in order to provide this, service to students who ~by
federal and state special education laws~ have been found to be
educationally handicapped in the area of written language.
This course is
supplemental to KRHS general educational English classes. Specific IEP
goals and objectives for each student are integrated into the framework
of this class. Students will work on individual skills to enhance their
writing. The main objectives for this course are: IEP implementation;
development of written language skills; organization of writing; and
increasing independence in writing. This course is offered throughout
the year on a quarterly basis.
1709 MATH TUTORIAL
1/4 Credit
The focus of this
course in on building strong math skills across all disciplines. The
learner will be reintroduced to the key essentials and applications of
mathematics. This will be done through New Hampshire state math
curriculum frameworks and SAT preparatory material. This course is
offered throughout the year on a quarterly basis.
Last Modified on 3/8/2010 12:56:56 PM
