Diversity

1. Diversity “The secret in education lies in respecting the student~” ~ralphwaldoemerson 1803-1882

2. Welcome to Coastal Catholic School! Meeting Agenda Home and School Association Greeting and Prayer Introduction to CCS Diversity Initiative Special Topic – Understanding Special Education Laws and Services - presented by Stefanie Lowrey, Principal of CCS Question and Answer Session

3. “Diversity is the one thing we have in common…”~Anonymous School leaders have the awesome responsibility to create a community in which diversity is understood and respected. Our schools must uphold the importance of social responsibility for our students, staff, families and communities.

4. School Improvement Goal for 2014-15 • Coastal Catholic will create a virtual and live professional development and community awareness program related to the topic of Diversity. • Students, staff, parents and community members will have the opportunity to participate in Diversity Awareness Programs. • The Diversity Program will be organized in to various specific topics – the first being Education for Special Populations. Coastal Catholic Mission Statement Led by our faith and love in Jesus Christ Coastal Catholic School will create a learning culture that embraces diversity, celebrates the background of all stakeholders and works to create an environment of high academic standards, collaboration, innovation and community that leads to school-wide success.

5. Sources of Diversity • Ethnicity • Gender • Socioeconomic status • Ability • Religion Diversity Topics These topics will be covered during the school year in a variety of ways that will include Guidance Lessons for students, Sessions for Faculty, Home and School Meetings with Special topic presentations for the school community, etc.. All information will be available on our school web site.

6. Dimensions of Diversity • ExceptionalitiesStudents with exceptionalities require extra support to reach their potential. This relates to Special Education. • CultureRefers to the attitudes, values, customs, and behavior patterns that characterize a social group. • Learning StylesCognitive learning styles emphasize differences in the ways that students process information and prefer to learn. • LanguageDifferent cultures bring with them different languages. • Ability DifferenceStudents learn at different rates and in different ways. • Gender Both genetic and environmental causes influence differences in males and females: physically, temperamentally, and in relation to identity • ~Adapted from the WC Golden Diversity Module, Florida Department of Education

8. Diversity as a National Issue In February 2004, the U.S. Department of Education, Office for Civil Rights, circulated a letter to the leaders of the education community. The letter came as a result of litigation from a Supreme Court ruling affirming that there is a commitment in the nation to diversity. The main message in the letter identified the diversity question in the U.S., declaring that it was not a matter of ‘whether’ but ‘how’ (U.S. Department of Education–Office for Civil Rights, 2004).

9. Session One: Education for Special Populations Understanding the Law and How it Affects Our School Community IDEA 2004, Section 504 and the Meta Consent Decree How these laws affect Coastal Catholic School

10. IDEA – Individuals with Disabilities Education Act IDEA is a federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It provides federal financial assistance to State and local educational entities to guarantee services to eligible students (ldonline.org, 2010).

11. Section 504 0f the Rehabilitation Act of 1973 Section 504 of the Rehabilitation Act of 1973 is a Civil Rights Law that prohibits discrimination on the basis of a disability. Section 504 affects any public or private institution that receives federal financial assistance. (dredf.org, 2014)

12. The Meta Consent Decree The Meta Consent Decree is a legal agreement that provides the right to equal access to all education programs - and ensures the delivery of that instruction for all students with Limited English Proficiency (FDOE, 2013).

13. IDEA versus Section 504 IDEA Section 504 children ages 3-21 that have been determined as eligible for one or more specific disabilities and who require special education and/or related services protects any person who meets the definition of qualified “handicapped” – one who has or had a physical or mental impairment that limits a life activity

14. Meta Consent Decree The Meta Consent Decree states: that all ELL (English Language Learner) students enrolled in Florida public schools are entitled to programming appropriate to their level of English proficiency, their academic achievement level and any special needs they may require.

15. What this means for public schools… • By law, all educators are required to ensure nondiscrimination and the provision of a free, appropriate public education (FAPE). In addition to these two requirements, schools must provide procedural safeguards to children and their families while providing services and protection. • Students with disabilities should be allowed to participate in all activities that are available for students without disabilities. They should be allowed to participate in the same academic curriculum as well as in nonacademic extracurricular activities. Students protected by Section 504 and the ADA must have equal access to school activities. • Students falling under the Meta Consent Decree must be identified and assessed using six requirements outlined by the state. All students with LEP (Limited English Proficiency), must be appropriately identified and upon initial enrollment in school districts are surveyed as required by law. ~Adapted from http://www.ldonline.org/article/6108/ and the Florida Department of Ed.

16. Identification Process For all three instances – IDEA/Section 504/Meta Consent - teams are established – consisting of parents, teachers, administrators, school support personnel Information regarding student ability is gathered from a variety of sources Eligibility and placement is determined A plan is created to benefit the student Continuous monitoring toward goal achievement is in place

17. How Students are Served Students who have been found eligible for Special education services must have an Individualized Education Plan (IEP) “Appropriate” education means a program designed to provide “educational benefit” Placement should be in the (LRE) Least Restrictive Environment – usually in the general education classroom Related services such as speech and language, occupational and physical therapy, counseling, etc..may be provided

18. Students who are not on eligible for special education services, but are identified as disabled, may be on a 504 Plan • In these cases “appropriate” education means comparable to those who are not disabled • Placement is usually in the general education classroom • Students may receive related services or accommodations as needed

19. Students identified as having Limited English Proficiency will be placed in ESOL programs. • ELL Students will have equal access to appropriate English language instruction, home language instruction and basic subject areas which is understandable to the student. It must also be comparable to that which is provided for an English speaking student. • They will continue to receive these services until a level of English proficiency is determined. Even after reclassification has been made – students will be monitored for progress. • Adapted from Florida Department of Education (2014). Consent Decree . Retrieved from www.fdoe.org/aala/cdpage2.asp

20. What this means for private schools… The Individuals with Disabilities Education Act of 1997 requires every state to have in effect policies and procedures to ensure a free appropriate public education (FAPE) for all students with disabilities. School districts have obligations to parentally placed private school students with disabilities under Part B of the Individuals with Disabilities Education Act (IDEA Part B). IDEA Part B can provide benefits to students with disabilities who are placed by their parents in private schools. At the same time, it does not impose requirements on private schools.  ~FromIndividuals with Disabilities Education Act (IDEA) 1997/Services to Parentally Placed Private School Students with Disabilities Revised October 2001U.S. Department of Education/Office of Special Education and Rehabilitative Services/Office of Special Education Programs Retrieved from http://www2.ed.gov/about/offices/list/oii/nonpublic/idea1.html

21. How do these three pieces of legislation affect Coastal Catholic? All students are entitled to a free and appropriate education in the least restrictive environment. However, private schools are not required to serve students of special populations. Private schools are not required to follow IEP’s or 504 Plans or the meta consent decree.

22. The Catholic Church has long articulated its desire to provide an education for all students. In 1978 the Pastoral Statement of the United States of Catholic Bishops on People with Disabilities led to all Diocese being urged to adapt their curricula to the needs of learners with disabilities and encouraged in-service programs for teachers in how to best integrate students into regular education programs within the Catholic Schools.

23. Our Role as a Catholic School “Let the little children come to me; do not stop them; for it is such as these that the kingdom of God belongs.” (Mark 10:14) The Catholic school creates an atmosphere where the Catholic faith can be integrated with life and learning. The Office of Catholic Schools and Centers recognizes the diversity and uniqueness of their students. In recognizing this uniqueness, the schools accept the responsibility to provide, as appropriate, reasonable accommodations which may ensure the success of each child. ~from Guidelines for Educating Students with Special Needs – Office of Schools and Centers – Diocese of St. Petersburg, 2011

24. Legal Requirements As of November 1999 court rulings clarified the Catholic School obligation (by virtue of receipt of federal funds) to provide for the need of identified students who have been knowingly and willingly accepted into the school community. The school has a responsibility to determine if it can provide the necessary reasonable accommodations. From there a referral for evaluation would occur and a provision for implementing a Student Support Plan This can only be done within reason, without jeopardizing the school’s academic standards or facility requirements, or placing unreasonable financial burden upon the school. ~from Guidelines for Educating Students with Special Needs – Office of Schools and Centers – Diocese of St. Petersburg, 2011

25. State of Florida McKay Scholarship • The McKay Scholarship for Students with Disabilities Program have provided Florida students with special needs the opportunity to attend a participating private school. • Within our Diocese, in order to accept McKay Scholarships, schools must: • Have a principal who understands all parameters and ramifications of accepting McKay • Have a certified special education teacher on staff • Have teachers who have been trained in the nature and needs of the population

26. The Strategic Intervention Team Model Developed by Kansas University and Notre Dame University The classroom teacher must assess the child’s needs and determine if there may be accommodations needed Students who continue to have difficulty can be referred to the Strategic Intervention Team for evaluation

27. Strategic Intervention Team Process

30. The Student Support Team Consists of teacher (s), administrator, guidance counselor Provides structure to the decision making process All work is documented Team approach with an emphasis on collaboration Students who come to our Catholic Schools already identified with special needs are referred to the Student Support Team for consideration

31. The Responsibility of the School The school must determine if it is able to appropriately provide the necessary and reasonable accommodations within in the school setting without jeopardizing or altering the academic standards of the school. If a child is accepted and agrees to provide a reasonable and appropriate educational environment the student support team would meet to develop a student support plan. The school is then bound by that plan.

32. What if students come with IEP’s or 504 Plans?? In some cases, students will arrive at our school with an IEP or 504 plan that has been developed by the public school district of that student. The School Student Support Team must then review the plan and determine if the school is reasonably able to meet the child’s needs. From there a formal Student Support Plan would be created with parental input – this plan then supersedes the IEP or 504 plan.

33. The GOAL - The Inclusion Model The Inclusion Model is a means of providing support for the student who requires extra assistance while remaining in the regular education classroom in meeting the goals of the regular education curriculum.

34. Working as a Team It is our goal as a school to provide the best education possible for all of our students. At times, accommodations must be made in order to assist students in reaching educational goals.

35. Examples of Accommodations Arrangement of the classroom Delivery of Lessons Test-taking strategies Assignment Completion Behavior

36. Specific Examples Based on Type of Accommodation Arrangement of Room & Behavior Seat near teacher Quiet space for student Class rules kept simple Positive behavior chart Lesson Delivery & Assignment Completion Breaking lessons into shorter segments Provide graphic organizers Extra time Reduce assignment length

38. Coastal Catholic School Committed to our school community to provide the best educational experience possible for our students, staff and families.

39. Resources Florida Department of education Fldoe.org Diocese of st. petersburg office of schools and centers Dosp.org

40. Questions? This presentation can be found on our school web site. Please contact us with any questions you may have. Thank you for your commitment to Coastal Catholic School!