Support for Students with Disabilities
At ASB, we welcome students who have suspected or documented disabilities. We have a long tradition of serving diversified learners, who come to us with a variety of academic, communication, social, emotional, medical, or executive functioning needs. We believe that diversified learners are individuals who can improve the teaching process, positively impact the classroom community, and enrich our school climate.
To most effectively educate a broad range of student skills and abilities, we implement a Multi-Tiered System of Support (MTSS) that allows each student to get what they need out of their educational experience. Our classroom teachers, specialist teachers, and instructional aides work to provide an exceptional Tier 1 classroom experience for all of our students, including our diversified learners. Our highly-qualified staff believes in the inclusive education of diversified learners as a cornerstone of our Catholic faith, and routinely improves upon their experience and expertise in the classroom with ongoing professional development in special education best practices, effective instructional strategies, brain-based research for educators, social/emotional development, and executive functioning coaching.
To further support diversified learners the Student Success Team, consisting of the Principal, Vice Principal of Academics and Math Coach, Director of Student Success, Learning Specialist, and School Counselor, actively manage Tier 1 programming, provide Tier 2 interventions, and collaborate regarding Tier 3 supports for students.
Support for Students with Suspected Disability
Teachers and staff do not take lightly the recommendation to secure an evaluation for a student. This decision is made after much data-gathering, trials of intervention, collaboration, and consultation, and with the genuine belief that your child’s education will be vastly improved with additional diagnostic information in the hands of his or her educational team. A student may be recommended for an evaluation if school data indicates:
- The student has demonstrated deficiencies in comparison with age and grade-level developmental norms, in one or more areas for an extended period of time;
- Parents have noted concerns with the same developmental areas in their work with their child;
- The student has received quality, Tier 1 instruction and support, and continues to show limited progress;
- The student has received quality, Tier 2 intervention and support, and continues to show limited progress; and
- Staff believe that educational decisions would be best informed by receipt of additional diagnostic information about the student.
To support parents and students in securing appropriate, meaningful, and comprehensive evaluations across a broad range of areas, our staff are available to provide work samples, MAP scores or copies of report cards, progress monitoring and intervention information, behavior ratings, social/emotional assessments, student observation summaries, health/vision screening information, and narratives or letters of concern. In addition, with parental consent, staff are available for further direct communication with the professional evaluator of the student.
If you have any additional questions about your student’s progress, school- or community-based interventions, or securing an evaluation, please contact Director of Student Success, or Principal.
What do I do if I'm concerned that my child has some type of disability?
What options are there for getting my child evaluated?
How does my child's education change after we've received the diagnosis?
Support for Student with a Documented Disability
When a student receives a medical, neurodevelopmental, language, learning, or psychological diagnosis, the Student Success Team uses that diagnostic information, in collaboration with the student and his or her parent, to determine an educational plan that is tailored to the strengths and educational needs of the student. This plan, however, is not a 504 Plan or an IEP (Individualized Education Plan). Both of these plans of support are provided by and federally required in public schools in the United States. These plans are not written by or put in place by any private school, including ASB.
Working as a team, the Student Success Team will create an internal support document, called a Student Support Plan, that highlights the student’s diagnosis and the professional recommendations made to support the student in making adequate progress. This internal document is reviewed by the student’s support team, including parent, teachers, and Student Success Team members, at least three times per academic year to ensure that the plan continues to provide relevant and meaningful suggestions and guidelines. We encourage all students to participate in discussion about their Student Support Plan, and strongly recommend students in grades 3-8 actively participate in Student Support Plan Meetings. If you have any additional questions please contact the Director of Student Success.
How do I get additional services for my child beyond what is provided at Assumption-St. Bridget School?
Will my child ever need to be evaluated again?