Resource Program Overview

September 2016

We are a single flock under the care of a single shepherd Each person is created in Gods
image, yet there are variations in individual abilities. Positive recognition of these differences
discourages discrimination and enhances the unity of the Body of Christ.
United States Catholic Bishops: Welcome and Justice for Persons with Disabilities

We, as teachers, recognize that different students have different needs, educational, emotional,
social, and behavioral. These needs should be addressed on an individual basis to create a
learning environment that best matches each student. We strive to make certain each child can
learn when provided with an appropriate learning environment through instruction,
encouragement and collaboration between student, school, and home. We know that for
students to be successful in the classroom, the curriculum and methods of teaching is dictated
by what the students need to learn and the instruction of this curriculum is determined by the
way in which a child learns the best.

Who are students with special services needs?

In determining whether or not a child should be identified as having special services needs,
the school may consider the following:
School behavior: how a student responds to the environment and other people, and
how his/her behavior affects his/her academic and social progress in school
Communication: how a student uses language to communicate and make sense of the
world
Intellect: the students ability to reason and understand information and concepts
Learning: how a student processes information and links concepts
Physical characteristics: the students gross and fine motor coordination, medical
conditions, or any physical disabling condition

How are students with special services needs identified in our school?
Students with special services needs are often recognized through teacher observations
and informal assessments. Classroom assessments, parent checklists, reading observations,
portfolios, and inventories may serve as initial screening tools to determine students
education programming needs and if further evaluation is recommended. These informal
assessments are completed by the resource teacher.
Students must be formally identified as having special services needs through a formal
testing process. These tests can be administered by the local School District at no cost to the
family or by a private psychologist/psychiatrist for a fee. The assessments look at the students
cognitive ability and the level at which they are currently performing. A student with special
needs will often display a great discrepancy between the two. The assessment is requested by
the parent after a meeting with the resource teacher and classroom teacher has taken place.
What supports are available for students with special needs?
All students can learn, but not all students can learn in the same way, at the same time,
or at the same pace.

Sacred Heart School supports students using many strategies in the classroom managed
by the classroom teacher such as:
creating a learning environment that is safe, open, accepting, and has order and
structure
monitoring students progress through ongoing assessments (checklists, anecdotal
records)
planning instruction tailored to what students will be able to learn, not what the teacher
will teach
providing instruction that accommodates individual learning styles, skill levels, and
rates of learning
collaborating, to involve other school staff, parents, other professionals, and when
appropriate, students

Many students with special education needs can be supported through classroom
accommodations, instructional accommodations, or testing accommodations. These
accommodations will provide a student with a learning environment conducive to their
individual needs, while still including them in instruction with their peers. Accommodations
that are available include, but not limited to:

Extra time on tests

Special seating (near instruction, away from other students, back to window, etc)
Modifying test formats
Reading questions aloud
Repeating directions or drawing steps on the board
Note-taking buddy
Behavior Plans (details steps to prevent behavior interruptions and also detailed de-
escalation steps)
Modifying homework/class work (reduced number of problems, boxes around math
problems)
Fidgets (stress balls, koosh balls, inflated seats, etc)
Timers (work 20 minutes, draw 5, work 20, draw 5)
Small group or individual work with resource teacher in the area of disability/disorder
or for testing pull-out (exceptions speech, physical therapy, and occupational therapy)
Student is able to come to resource teacher for help on assignments, tests, or projects in
the subject area of need
An area in the room to deescalate a behavior or seek individual help
Accommodations on Standardized Testing (i.e. IOWA)
 Once the needs of a child have been determined, a special services plan will be developed
by a team consisting of, but not limited to, the resource specialist, school administration,
teacher, parents, and when necessary, school counselor or private psychologist. The plan will
be implemented school-wide so that the child will receive accommodations in all areas
necessary to achieve success.

Responses for possible parent questions

My child is having trouble in school. Who should I talk to?

A parent should begin the process by speaking to the childs teacher. The classroom
teacher will informally test and observe the student in order to determine learning styles and
academic achievement levels. Many issues can be solved with minor organizational and
academic accommodations within the classroom.

I really think my child needs more help. Who else can support my child?
If the student continues to struggle, the teacher may seek help from the resource
specialist, who will make suggestions to increase the childs productivity and progress. The
team previously mentioned (classroom teacher, resource teacher, school administration,
parents, and when appropriate school counselor or private psychologist) consults and shares
information relevant to a students education and plans special education programming and
services as required.

When are more assessments and consultations necessary?

When it appears that school-based interventions arent enough, then resource teachers,
in consultation with parents, can make a referral for specialized assessments through the
school district or educational psychologist. Written informed parental consent is required.

What assessments will be used?

A variety of assessments may be used to determine a childs intellectual, social,
emotional, sensory, communication and/or behavioral development. These assessments must
be administered and interpreted by a qualified individual such as an educational psychologist,
either in the private sector or through the local School District.

What will happen next?

A qualified individual will consult with parents about the assessment results. The
diagnostic information will help in determining the students areas of strengths and
weaknesses. The Modified Inclusion Plan (MIP) will be created by the resource specialist and
modified to meet the individual needs of the student. This plan will be followed and
monitored by the teacher and the resource specialist.
Will my child be able to receive help from the resource specialist?
As deemed appropriate, the student will be assisted by the resource teacher in the
academic or social areas where weaknesses are determined. The resource teacher may pull the
student into a small group in the back of their classroom, or take them to the resource room.

How can I, as a parent, help?

The most effective services are provided to students when the home and school work
together as a team. To provide a positive learning experience, parents can:

be prepared to share information about their childs strengths and needs

share medical information and health procedures
give written and informed consent for any specialized assessments
be willing to discuss their educational and social goals for their child
be respectful of those who are working on behalf of their child
maintain a positive and supportive attitude about school and learning, homework, and
school activities
ensure their childs regular attendance
provide homework routines and a quiet space to study
maintain open communication with teachers and the school
participate in the development of the special services plan
make a strong connection between what is being done at school and home: make sure
that the child is in a routine throughout the day, even when school has ended

Questions regarding the resource program can be directed to:

Jenn Walton (ext 416)

Resource Program Coordinator
Serving the Junior High
jwalton@sacredheartpalmdesert.com

Alison Hutcheson (ext 303)

Resource Special serving Preschool-5th
ahutcheson@sacredheartpalmdesert.com