SPECIAL SCHOOL PROGRAMS
EARLY/LATE INSTRUCTIONAL PROGRAM
Grades 1-2
participate in an “Early/Late” instructional program. This means that
approximately half of each class reports to school one hour earlier than the
rest of the class, and the other half stays an hour longer in the afternoon.
Various areas of curriculum occur during these early and late hours when classes
are reduced in size. This makes possible a more individualized instruction in
specific areas than would otherwise not be possible. An assignment to the Early
schedule does not imply that a child is not a capable learner.
The goal is to be able to instruct smaller groups of students.
SCHOOL SITE COUNCIL
Maidu School
is the recipient of funds to implement a School Based Coordinated Program.
Parents must be involved in the planning, implementation, evaluation and
revision of the school plan. The School Site Council, advisory in nature,
consists of staff and parents who meet monthly to monitor these objectives. ALL
parents are welcome to attend. Watch the Maidu Newsletter for dates and times
of the meetings.
ART
DOCENT PROGRAM
Parent
volunteers are trained and given supplies to provide our students with a better
understanding of art in many different ways and styles. Any parent who would
like to be an Art Docent needs to contact his/her child’s teacher.
SCIENCE DOCENT PROGRAM
Parent
volunteers are trained and given supplies to provide our students with a better
understanding of science in many different ways and styles. Any parent who
would like to be a Science Docent needs to contact his/her child’s teacher.
LIBRARY
The Maidu
School Library books are selected to enrich the educational program augmenting
curriculum materials as well as to provide recreational reading for students.
Throughout the school year every class is assigned a scheduled time during the
week for checking out books or for using the reference materials.
ELL
(English Language Learner) Program
Students who
have been identified as Limited English Speakers (LEP) through a state-mandated
assessment will receive support through the Reading Lab, in addition to the
support of their appropriately credentialed classroom teacher. This is a
pullout program in which identified students work with an appropriately
credentialed teacher on a variety of language acquisition skills in addition to
the specific instructional support provided by the classroom teacher. The
language survey, included in the student’s registration packet, is used to
identify those students who may qualify. Teachers and parents may also request
that their student be assessed to determine qualification. Students are exited
from the program when they are achieving at the appropriate level in English, in
classroom and social situations, as well as on the State-mandated assessment.
READING LAB
The Reading
Lab is designed to help children having difficulty in reading. Reading Lab
instruction is in addition to the reading time provided in the regular
classroom. The lab provides a personalized environment that involves the
student in an ongoing reading program that is based on diagnosis, prescription
and evaluation. A creative learning environment that uses games and special
materials is used to capture and hold the students’ interest. The staff
includes a credentialed teacher and three Instructional Aides.
STUDENT STUDY TEAM PROCESS
The Student
Study Team (SST) meets on a regular basis scheduling meetings from a teacher or
parent referral concerning a student’s social, academic, or behavioral need.
The team may include a teacher, parent, school psychologist, speech and language
teacher, classroom teacher and the principal. Generally, the first time a
student is referred, the team discusses the concerns the teacher and parents
have regarding the student. After discussing the strengths and concerns of a
child, the team will make several recommendations to the teacher and parents in
regard to instructional modifications. A follow-up SST is usually scheduled in
order to check on progress after implementation of the recommendations.
SPECIAL EDUCATION SERVICES
The learning
handicapped student is a child achieving below his learning potential because of
an identified learning disability. If a student continues to struggle in the
classroom even with modifications then he/she may be referred for an assessment
for special education through the Student Study Team. Special Education
services include Speech/Language Services, the Resource Specialist Program and
Special Day Class Program. Once a student is assessed, the next step is to set
a formal Individual Education Plan (IEP) meeting. Participants will include the
parents, classroom teacher and Principal. Other participants may include the
Speech/Language Pathologist, Resource Specialist and the Psychologist.
Speech/Language Services
The Maidu
Speech and Language Specialist serves Preschool through 3rd Grade
students who have difficulties in articulation (how words are formed) or with
the language process (understanding or expressing one’s self orally). Parents,
teachers or other staff members may make referrals directly to the Speech
Therapist who then assesses the need and eligibility of each child referred.
Resource Specialist Program
Once a student
qualifies for special education, he/she may begin receiving assistance from the
Resource Specialist Program. Through this program, students receive assistance
in their academic area of need and are given strategies they can utilize to
compensate for their learning disability. Students may be enrolled in the
program up to 49% of their school day as agreed upon during the IEP meeting.
Special Day Class Program
If a student
continues to have difficulty after receiving assistance through the Resource
Specialist Program, he/she may be considered for placement in a self-contained
Special Day Class. A student in this program receives support for more than 50%
of their school day as agreed upon during the IEP meeting.
