Special Education Services
Alpine Elementary provides a variety of services for students with disabilities. Our philosophy centers around ensuring that special education services are individualized and tailored to address distinct needs of the student in the student’s least restrictive environment. Decisions for how students are to receive special education services are made by an Individualized Education Plan (IEP) team and originates from a comprehensive evaluation. The staff that delivers special education services are certified and trained to work with a wide range of students with specific disabilities. Alpine Elementary offers the following special education programs and services:
- Elementary-Level Resource Room Program: We have one full-time teacher and one part-time teacher who provide resource room services for students with an IEP which specifies a need for an alternative setting where the student receives instruction in language arts or mathematics. Whenever possible, the students receive these services at the same time the RTI teachers pull students for services. When the students are in the resource room, lessons are taught to meet the needs of the students’ specific goal and objective areas. The students may receive instruction in small groups or individually if appropriate and available. The teachers do pre-teaching, re-teaching or continued review to help make the students more successful. These teachers may also modify assignments, provide testing accommodations or other services depending upon the students’ individualized education plan.
- Social Work: Social workers provide individual, group or consultation services for students with identified behavior, social or emotional needs. Supports are offered in areas such as building relationships, facing challenges, managing emotions and developing positive work habits. Social workers also assist in the coordination of agency or other health services to assure students and parents receive services that meet the needs of the student.
- Speech and Language: The role of a Speech-Language Pathologist (SLP) is to prevent, assess, and provide intervention to those with communication difficulties. SLPs serve students with a wide range of communication disorders including: language, articulation, fluency, voice/resonance, and swallowing.
- Occupational Therapy (OT): The role of a school-based occupational therapist is to assist students in their participation of their daily "occupations" in school. An OT can provide therapy to students already receiving special education services as outlined in their IEP. The role of the OT is to assess and treat those with difficulties in the areas of self-help skills, fine motor skills, handwriting, visual perceptual skills, and sensory processing.
- Physical Therapy (PT): As members of the educational team, physical therapists are primarily concerned with the student’s ability to access and participate in their educational setting. Ideally, this occurs in the general education setting with the students’ peers. The physical therapist assesses, and if indicated, provides intervention and programming in the following areas: mobility, transfers, access to physical environment, adaptive equipment, gross motor skills, education to staff, parents, peers, as well as referral to or liaison to appropriate medical or therapeutic personnel when necessary.
Title 1 / 31A Services
Alpine Elementary is committed to providing students with strategies and opportunities to become successful learners. Teachers use a variety of resources and strategies to engage every learner. Students experiencing challenges in the core content areas may work with intervention specialists. Intervention is provided through small group instruction to strengthen academic skills. Interventions are varied to meet the needs of individual students. A partnership between students, parents, classroom teachers and intervention specialists is vital to student success.
This intervention support is provided through Title 1 federal grant and 31A state grant funds. The federally funded Title 1 program supplements classroom instruction. Although these funds are calculated using a state formula for the number of students from economically disadvantaged homes, the services are provided based on academic needs. 31A grant funds are also used to supplement classroom instruction through academic interventions.
As soon as a teacher feels that retention may be recommended, a conference will be held with the parent(s)/guardian(s) to discuss grade placement options and the advantages or disadvantages for the student. The final recommendation for retention will be made to the principal at least six weeks before the end of the school year. Grade placement is based on the following criteria:
- Academic achievement as indicated by test scores and teacher’s observation.
- Student’s age.
- Student’s size and physical development.
- Student’s social and emotional maturity.