FSHA PROPOSAL revised rgw-draft review (2).docx

Americans with disabilities act fsha will assure that

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Americans with Disabilities Act FSHA will assure that individuals with disabilities are given civil rights protections that are like those provided to individuals on the basis of race, sex, national origin, and religion. To include: public accommodations; transportation; state and local government services; and telecommunications. Title III of the Elementary and Secondary Education Act (ESEA) FSHA will successfully teach English Language Learners beginning with proper assessment of their levels of proficiency and literacy in the primary language as well as in English. The assessment will yield two groupings: (1) students who have strong literacy skills in their primary language, and (2) those who have limited prior schooling and or literacy in their primary language. The first grouping usually transfers the learned literacy skills from their primary language to English and progress rapidly learning English. The second group will require intensive support in learning English. Limited English learners will enter an English immersion program as soon
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as possible after accepting admittance to FSHA. FSHA will leverage the materials, individualized instruction, and additional resources to help the students develop English proficiency. Specially trained TESOL/ELL endorsed teachers will help to modify and provide services for students requiring additional support. A research based program, such as, but not limited to, Vocabulary Improvement Program for ESL (VIP) will be used to support a student’s English language development. Upon enrollment families will be asked if their student has an Individual Education Plan (IEP) or 504 plan. These plans will be reviewed before the student begins school or upon receipt from a previous school in order to provide supports and services as soon as possible, in less than 30 days of receipt. Additionally, a scientifically based reading program such as, but not limited to, Wilson Reading, Corrective Reading, Reading Recovery, or Read Naturally will be implemented for students that require reading support. For students that need intervention in math, a research based program such as, but not limited to, Math - U – See, will be provided. Trained special education, support, and ancillary staff will provide consultation and direct services to the students as specified in his or her IEP. Identifying and Serving Students with Special Needs: As noted earlier, FSHA personnel will follow the Child Find Mandate to identify and serve students that may not have a previous IEP, as well as requesting records of students that may have an IEP from previous school attendance. The Intervention Assistance Team (IAT) will be responsible for guiding and monitoring this process. The IAT team will consist of the parent/guardian or other advocate, principal (LEA), classroom teacher, special education teacher and student (as appropriate). The IAT will identify a student for special education services if:
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  • Fall '19
  • FSHA

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