Student Services

• Transfer students may be exempt from the graduation performance standards if they have completed fewer than four semesters at The Woodstock Academy.

APPEAL PROCESS • There is no appeal to the scoring of the NGSS, SAT, or ACT, or course grades on the transcript. • The scoring of exhibitions in the performance portfolio may be appealed to the Associate Head of School, in writing, no later than May 1st. The appeal must specify which exhibitions are in question and specify the reason. The Associate Head of School will appoint a three-member panel to review the portfolio in question and make a recommendation. The Associate Head of

School will render a decision within ten (10) school days. • The Associate Head of School’s decision may be appealed to the Head of School, in writing within five (5) days if the student believes there has been a procedural violation. The appeal must specify the violation. The Head of School will review the records and render a final decision within five (5) days.

This collaborative program provides services to students with identified specialized instructional needs. Services include case management, resource room support, co-taught classes in selected areas, direct reading instruction and other supports as needed and determined via the Planning & Placement Team process.

Should a student be referred for consideration, a referral form to special education is completed and a Planning & Placement Team meeting is scheduled. If the student requires testing, an individualized testing plan is arranged at that initial meeting given written parent permission. Upon testing completion, a Planning & Placement Team meeting is again called to discuss the testing results and all pertinent educational data to make recommendations including special education eligibility.

Specific services may include:

• Case management by special education teacher; • Tutorial support in areas of identified need; • Specific skill development as determined: Reading skills, Written Language, Math skills, Social Skills, Study skills, Organizational Strategies, Problem Solving, Transition Planning and Advocacy; • Para-educator support within classroom setting; • Further evaluation as appropriate; • Specialized Related Services as determined by PPT.

STRIVE PROGRAM • Provides an authentic high school experience, regardless of the student’s disability, and supports the eligible student’s ability to meet high school graduation requirements and receive a Woodstock Academy diploma. •Supports student’s progress on IEP goals and objectives and personal development, such as developing social skills, independence, and employability. •Offers strong case management and collaboration including the students, their parents and guardians, regular education teachers, administration, and related services personnel and staff. •Supports students in various aspects, including but not limited to classroom activities and preparation for life after The Woodstock Academy (e.g., social skills, transition skills, life skills, community experiences, and related services). •Provides each student with assisted technology support. Every student receives an iPad as well as any additional assistive technology support outlined in their IEP. •Academic Courses in alignment for earning a Woodstock Academy diploma. Specifics determined by the PPT process and IEP goals. •Regular Education Courses taught by certified content specialists. •Unified Courses are modified curriculum, with peer mentor support, taught by certified content specialist. •Examples include: Unified Music, Physical Education, Health, and Cooking. Special Education Courses provided specific skill and academic based instruction in alignment with an IEP.

AMERICANS WITH DISABILITIES ACT (ADA)

The ADA prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunication.

An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all of the impairments that are covered.

APPLIED SKILLS 9505 This course is designed to provide students with direct instructional opportunities to develop their Executive Functioning Skills such as organization, planning, memory, academic fluency, processing speed and their individual awareness as a learner either every day (1 credit), or every other day (½ credit). The course focuses on lessons around time management, resource management, selfadvocacy, study skill strategies, and develop their automaticity with using a variety of learning platforms to make cross curriculum connections by using their course curriculum as the framework for skill building. Pre: Permission by School Counselor Credit: 1 or .50 E Gr: 9, 10, 11, 12, 13

LANGUAGE ARTS APPLICATIONS 9615 This course is focused on developing a student’s reading and writing skills. This course uses a multi-sensory approach to building proficiency in reading, comprehension, vocabulary, fluency, and writing skills. Instruction is designed to utilize whole-group instruction, flexible small-group activities, and partner practice strategies to engage students developing their literacy skills. This course emphasizes the essential components of effective reading and writing instruction: phonemic awareness, fluency, vocabulary, comprehension, and written expression. Students are provided with ample time and opportunities to learn and practice skills to then apply the strategies across multiple settings. Pre: Permission by School Counselor Credit: 1 or .50 E Gr: 9, 10, 11, 12, 13

MATH APPLICATIONS 9615 This course is designed to provide instructional course focused on teaching an integrated math skills scope and sequence to build students understanding and experience with Algebra 1, Geometry and Algebra 2 standards. The course is designed to reinforce learned concepts as well as close the gap between what students know and what they are expected to know. The course includes a review of basic mathematics skills while also providing activities and discussions for students acquire conceptual understanding, procedural skill and fluency, and the ability to apply mathematics to solve problems. Pre: Permission by School Counselor Credit: 1 or .50 E Gr: 9, 10, 11, 12, 13 SECTION 504/ REHABILITATION ACT

Section 504 states that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under” any program or activity that receives Federal financial assistance. The key factor in determining whether a person is considered an “individual with handicap” covered by Section 504 is whether the physical or mental impairment results in a substantial limitation in one or more major life activities.

Requirements common to these regulations include reasonable accommodation for students with disabilities; program accessibility; effective communication with people who have hearing or vision disabilities; and accessible new construction and alterations. Any student suspected of being handicapped under Section 504 might be eligible once referral/evaluation/placement process is completed.

For further Section 504/Americans with Disabilities Act questions, please contact the school’s section 504/ADA coordinator, your child’s school counselor or the Student Services secretary at (860) 928-6575 ext. 1131.