A student will be referred to the Student Success Team (SST) if they are failing to meet age or grade level state standards. The SST will identify the area (s) of concern and review existing data. If the SST determines that the student is struggling in math or reading, small group instruction will be provided through the Response to Instruction (RtI) program. This extra instruction will be referred to as Tier 2 or 3. (Tier 1 is the core curriculum used with all students in a particular grade level.) If the data shows that your child would benefit from additional interventions, you will receive written notification that your child is working in a tier group. This additional instruction will take place during the regular school day. Even though your child may be identified as needing additional assistance through the RtI program it does not mean that we think your child needs special education. Discovery’s RtI program identifies students who are struggling in order to provide additional interventions. However, parents/guardians with concerns may talk to the student service specialist, your child’s teacher, or administration to ask for an evaluation to determine eligibility for special education and related services at any time.
It is the policy of the Board of Education to provide a free and appropriate public education to and reasonable modifications of policies, practices or procedures for each eligible student with a disability under Section 504.
This prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance. Students who are covered by the non-discrimination provisions of Section 504 are those who: (1) have a physical or mental impairment, which substantially limits one or more major life activities (2) have a record of impairment (3) are regarded as having an impairment.
Free Appropriate Public Education for Students With Disabilities: Requirements under Section 504 of the Rehabilitation Act of 1973
The Title III: Language instruction for Limited English Proficient (LEP) and Immigrant Students of the No Child Left Behind Act of 2001 aims to help ensure that children who are LEP attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student achievement standards as all children are expected to meet.
Limited English proficiency refers to a student whose native language is other than English and is limited in listening, speaking, reading and writing English. The Home Language survey is collected at the time of enrollment for all students of Discovery Charter School. This survey elicits information regarding a student’s native language, the language spoken most often by the student, and the language spoken in the student’s home. This information is used to initially identify students for the ELL program. The WIDA-ACCESS Placement Test (W-APT) is used to assess the listening, speaking, reading, and writing abilities of newly enrolled students. If limited-English, placement will be made into an appropriate instructional program that provides English language development. Parents will receive written notification of the recommended placement for students in the ELL program. An individual Learning Plan (ILP) will be developed by the ELL coordinator for each student. ILP’s will be revised annually to address the academic growth and development needs of each student.
Please contact Discovery Charter School’s ELL Coordinator if you have any questions or concerns.
Title I In accordance with the Elementary and Secondary Education Act, Section 1111(h)(6) PARENTS' RIGHT TO KNOW, this is a notification from Discovery Charter School to every parent of a student in a Title I school that you have the right to request and receive information in a timely manner regarding the professional qualifications of your student's classroom teachers. This information regarding the professional qualifications of your student's classroom teachers shall include the following:
• If the teacher has met state qualification and licensing criteria for the grade level and subject areas taught; • If the teacher is teaching under emergency or temporary status in which Indiana qualifications and licensing criteria are waived; • The teachers baccalaureate degree major, graduate certification, and field of discipline; and • Whether the student is provided services by paraprofessionals, and if so, their qualifications
If at any time your student has been taught for 4 or more consecutive weeks by a teacher that is not highly qualified, you will be notified by the school of this information.
If you have questions or concerns, please feel free to contact the school principal at 219-983-9800.