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Southmont Schools Student Services
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SOUTHMONT SCHOOLS

Click to go to Southmont Schools Annual Performance Report, Dyslexia Services, High Ability Services,    Title I Services, English Language Learner Services


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APR

APR

                                        

DYSLEXIA SERVICES

Southmont Schools has developed procedures and services to identify and address the needs of students who exhibit the characteristics of dyslexia or may struggle with reading in general.  Should you have questions about reading instruction or your child’s progress in reading, please contact your child’s teacher or principal.

SCREENING REPORT DATA FOR 2020-2021

 

Southmont Schools

Ladoga Elementary

New Market Elementary

Walnut Elementary

Southmont Junior High School

Southmont High School

Number of students identified as being at risk for dyslexia

***

***

***

***

***

***

Number of students who received dyslexia interventions

99

33

44

22

***

***

Number of students who participated in dyslexia screenings

340

84

183

73

***

***

Dyslexia interventions used during the previous year

Orton-Gillingham interventions and other instructional approaches as determined appropriate by the school are used for students displaying characteristics of dyslexia.  Trained reading specialists are in each school K-5 and 6-8.  Contact the principal with questions about testing.

*** Information shall not be provided if fewer than 10 students are identified - Information accurate as of June 30, 2021

INSTRUCTIONAL APPROACHES

If screeners indicate the need for intervention services, the intervention may include:

  • explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
  • individualized instruction to meet the specific needs of the student in a setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
  • meaning based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition;
  • instruction that incorporates the simultaneous use of two or more sensory
  • pathways during teacher presentations and student practice; and
  • other instructional approaches as determined appropriate by the school

UNIVERSAL SCREENING PROCEDURES

Southmont Schools administers developmentally appropriate screening assessments to students in grades K-2 throughout the year as part of our process to identify students who struggle with reading concepts or who may exhibit the characteristics of dyslexia.  Screening assessments consider six components as outlined below in the table.  Reading screening assessments are administered to students in grades 3 and above as needed for the benefit of the student and as required by law.  A school is not required to administer a universal screening if the parent objects to the screening or the student is already receiving intervention services for dyslexia. If any of the screeners indicate that a student has the characteristics of dyslexia, the school shall use the response to intervention process to address the needs of the student.  Currently assessments occur throughout the school year.  Beginning in the 2022-2023 school year, all universal dyslexia screening assessments will be conducted within 90 days of the start of the school year.

REQUIRED COMPONENT

SCREENING TOOL

GRADE

Phonological and Phoneme Awareness

NWEA Skills Checklist: Phonological Awareness & Phoneme

Identification Assessments (Assessment will include all parts listed:

rhyming, identifying number of syllables, blending, initial consonant

blend, final consonant sounds, middle vowel sounds)

K-12

Alphabet Knowledge

NWEA Skills Checklist: Letter Identification (Assessment will include

all parts listed: upper case and lower case)

K-12

Sound Symbol Recognition

NWEA Skills Checklist: Phonics: Matching Letters to Sound

(Assessment will include all parts listed: consonants, vowels, letter

knowledge, letter-sound fluency, build words: one letter, silent one

syllable word reading)

K-12

Decoding Skills

NWEA Skills Checklist: Consonant Blends and Diagraphs Assessment (Assessment will include all listed: initial and final blend, initial and final digraphs)

1-12

Rapid Naming

Arkansas Rapid Automatized Naming Screener

K-12

Encoding

Words Their Way: Primary-Level Spelling Inventory

K-3

Words Their Way: Elementary or Upper-Level Spelling Inventory

4-12

NOTIFICATION AND SERVICES

If the student’s performance on any of the screeners indicates a need for dyslexia intervention services, the school shall:

  • Notify the parent/guardian of the results of the screening(s)
  • Provide the student’s parents/guardians with information and resource material that includes characteristics of dyslexia, appropriate classroom interventions and accommodations for students with dyslexia  
  • Notify the parent/guardian that the parent/guardian may elect to have an educational evaluation by the school.

SOUTHMONT SCHOOLS HIGH ABILITY PROGRAM PLAN

I. Program Philosophy

High Ability Program Goals 

Definition of Giftedness 

The Indiana Department of Education requires school districts to identify high ability students, K-12, and provide them with appropriately differentiated curriculum and instruction. The state defines a high ability (gifted) student as one who "performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.". Southmont Schools identifies students as high ability in one of the following areas: General Intellectual; Math Only; or Language Arts Only.

Program Overview 

Southmont Schools recognizes that we have many high-achieving students in addition to those who meet nationally-recognized criteria for giftedness. Overall, Southmont Schools students outperform their peers nationally and at the state level. Our students’ median scores on a national achievement test (NWEA) are typically above the national norm. The typical expectations and instructional levels in a Southmont Schools classroom are already high. Our philosophy in Southmont Schools is to use formative assessment thoughtfully to match appropriately-challenging curriculum and experiences to every child, consistent with his or her abilities and leading to maximum growth. If that should ultimately lead to a high ability designation for a child, that is only one of many avenues to ensuring continuous progress and challenge. We have many others, including using technology as a resource for presenting advanced content grouping for instruction within classrooms, differentiation, enrichment projects and resources, leveled and guided reading groups, independent learning, student-driven inquiry on projects of choice/interest, and differentiation. It is not uncommon for parents to envision that the only way to meet a child’s needs is through testing and special placement. In fact, we meet the needs of highly-able students in Southmont Schools in many different ways as unique as each child who comes to us on a daily basis. In order to meet the needs of those students whose performance is consistent with nationally-recognized criteria for giftedness, we must provide them with advanced experiences through acceleration and/or enrichment of the curriculum. We also must provide them with opportunities to interact with their intellectual peers.

In general, a gifted (or high ability) student in Southmont Schools has received an ability score (commonly called an intelligence score) which is two standard deviations or more above the mean and scores at or above the 96th percentile on NWEA math and/or language arts. Other factors, such as teacher observation, parent observation, and student performance levels are considered as needed during the identification process. The process of identifying students is multi-faceted and takes into account multiple measures. An identification team (experienced teachers, administrators, high-ability trained educators, etc.) may consider all factors in a student’s profile before making a determination of placement. All students in grades K-12 are eligible yearly for consideration in the process. Students who are identified do not need to re-qualify from year to year unless concerns about performance or best fit arise. Procedures to exit students from the program involve parents, teachers, and school counselors in making the best decision to meet each child’s needs.

II. Multifaceted Identification

Quantitative Measures 

The Cognitive Abilities Test (CogAT®), the most widely used and trusted intellectual abilities test, measures abilities across the symbol systems that are most highly correlated with fluid reasoning and problem solving. The test uses separate measures of verbal, quantitative, and nonverbal reasoning to provide multiple perspectives on student ability. A student consistently performing at the 96th percentile or the 9th Stanine is one indicator that a student needs advanced curriculum and/or instruction.

Northwest Evaluation Association (NWEA) is administered to students in grades K-8. The NWEA assessments help to determine how a child is performing on state standards and as compared to peers. The test is adjusted to the student’s present level automatically and contains a full bank of questions ranging through high school level. Thus, it is a better measure of achievement for high ability students than a grade-level test such as ILEARN. Percentile scores on the NWEA test indicate a child’s instructional achievement level in Reading and Math. If a child scores in the 50th percentile, that means that his or her scores are equal to or surpass 50% of all other children in the same grade nationwide taking the test. The 50th percentile is considered average. The identification process looks at the 96th percentile on MAP and Primary MAP as an indicator that a student needs advanced curriculum and/or instruction. Children are considered to be in need of high-ability services when the percentile score meets or exceeds this percentile in two of three testing windows; standard deviation is considered to be fully inclusive.  Please remember that having only one indicator does not qualify a child for identification.

Since assessment scores change so much during elementary years, we consider achievement, ability scores, and teacher observations as needed when making placement recommendations.

ILEARN scores may also be considered as part of the process if identification is close or unclear.  SIGS or the HOPE Teacher Rating  may also be used as part of the process as needed to consider teacher or parent input.  The Universal Nonverbal Intelligence Test (UNIT) may be considered for nonverbal students showing signs of giftedness.  Other possible assessments that could be used when the process yields a close or unclear identification include the Iowa Test of Basic Skills or the Orleans Hanna Algebra Prognosis Test.  All measures will be considered at the 96th percentile or 9th Stanine (including standard deviation).

Timeline 

Southmont Schools identifies students for advanced curriculum in math and/or language arts. In K, Grade 2, and Grade 5, all students are administered the CoGAT Complete Battery test and NWEA. It is recommended that high ability screening occurs prior to transition years and HEA 1001 requires testing to be administered to students in these grade levels, which is why these particular grade levels are identified for universal screening. We use both qualitative (characteristics) and quantitative measures (test scores) in high ability identification.

If the identification process does not yield a clear result, an identification committee, rather than a single person or teacher, makes placement decisions based on a students’ needs and abilities. The identification committee is made up of administrators and teachers familiar with the student’s abilities and needs.The identification process typically takes place throughout each school year and takes place over several months’ time. Official identification is made in the spring.

III. Curriculum and Instructional Strategies

Students who are identified as high ability are provided with service options including the following:

Cluster Grouping - Students are ability grouped to provide a narrowed range of instruction in the class, and all classes have a group of average learners. For example, one class may have high ability students and a group of average learners. Other classes have some above average students, an average group, and some below average students. Class placement is evaluated annually at the building level with this high ability cluster grouping as one determination of placement for all students.

Differentiation in General Education Classrooms - Teachers use modified HA curriculum and instruction according to content, pacing, and/or product to meet the unique needs of students in the classroom. Levels of depth and complexity are differentiated through carefully planned, coordinated learning experiences that extend the core curriculum, combine the curricular strategies of enrichment and acceleration, and integrate instructional strategies that engage learners at appropriate levels of challen.

Honors - For grades 6-12 depending on subject area, these higher level classes proceed at a faster pace and cover more material than regular classes.

Advanced Placement - For grades 9-12 depending on the subject area, AP courses are offered that meet criteria established by institutions of higher education and audited by the College Board AP Program. College credit may be earned by obtaining a score of three or higher on an AP exam in specific content areas.

Dual Credit - For grades 9-12 depending on the subject area, students dually enroll in a college course, often for college credit. This allows access to additional academic and technical courses than what is provided at the local level.

Curriculum for high ability is integrated into these groups and classes, and meets the standards for high quality instructional material that is expected in Southmont Schools.

IV. Social-Emotional Learning

Each child, regardless of ability, has their own personality characteristics that lead to certain social and emotional needs as well as needs that arise because of the situation or environment in which they live. Children with high abilities may have additional affective needs resulting from their increased capacity to think beyond their years, greater intensity in response, combinations of unique interests, personality characteristics, and conflicts that are different from those of their age mates.

Physical, cognitive, and emotional development may also be at different levels within the same child that may present a number of problems for the child with exceptional abilities. Adults, accustomed to advanced verbal reasoning from the child, may fail to understand emotional outbursts more typical of their chronological age. In general, the greater the level of ability, the greater the potential for discrepancies.

High ability students may place unrealistically high standards for performance on themselves which may result in anxiety, frustration, or self-blame for less-than-perfect performance. Often they:

Southmont Schools counselors participate in training to understand and meet the needs of all students. They are also equipped with a variety of resources to help students and parents navigate the educational experience.

Additional Resources Available:

V. Professional Development Plan

Southmont Schools provides professional development corporation-wide annually based on the needs of our staff and an evaluation of district-level needs. Additionally, resources and professional development at each building is determined by the school’s administrators.

VI. Systematic Program Evaluation

The high ability committee conducts a self-study annually. Each annual review will include an evaluation of the program alignment to the IDOE Checklist of High Ability Program Elements. In addition, the program evaluation will review each aspect of this High Ability program plan. Program elements will be compared to best practices for overall program effectiveness. The committee will analyze data, summarize strengths and areas of concern as well as brainstorming possibly steps for improvement.

TITLE I SERVICES

Each K-5 elementary school in Southmont Schools offers a schoolwide Title I program.  The purpose of this program is to provide extra support for students most in need.  Each elementary school has dedicated Title I staff members who works specifically with students identified for support both in and out of the classroom.  Title I staff and school staff work with parents to collect feedback annually on how we can better serve our students in need of extra support.

Information about policy shaping Title I services can be found here: http://go.boarddocs.com/in/smont/Board.nsf/goto?open&id=BGRQ986797F3

Information about parent and family involvement in Title I services can be found here:

http://go.boarddocs.com/in/smont/Board.nsf/goto?open&id=BGRQ996797F5

If you have specific questions about Title I, contact the principal or the district director of Title I. Prior to the 2021-2022 school year, our K-5 schools practiced a targeted model for service.  Beginning with the 2021-2022, our K-5 schools moved to the schoolwide model for services.  No Title I services are currently available in grade 6-8 or 9-12 schools.

ENGLISH LANGUAGE LEARNER SERVICES

District Services

In accordance with federal and state law, Southmont Schools provides English language support to all students whose home language is one other than English. Our goal is that the students will have access to the general education curriculum and be provided any supports necessary to become English language proficient.

Students in Indiana are assessed using the Indiana Academic Standards and the WIDA ACCESS test.ELL students are served in the general education classroom (unless superseded by a special education plan, alternative school plan, or another disciplinary matter that changes the student's placement). Depending on the level of need and the student's ILP, additional adults (paid from state and local funds) may provide support in the general education classroom.If the ELL student is also migrant, supplemental services may be provided in the general education classroom or after school from the migrant program. In cases where support in the general education classroom is not allowing the student to make adequate progress other supplemental services may be provided through Title I, Response to Instruction (RtI), or a designated staff member (paid from state and local funds) to provide language proficiency instruction.

Teachers will be provided with training on best practices. Online resources our provided as well to support general education teachers.

If a student scores a Level 5 or Level 6 on a WIDA ACCESS Test, then that student is no longer considered limited English proficient or ELL. The family is notified of the student’s assessment results and that the student will no longer receive ELL services. A two year required monitoring process will begin where the Office of Academic Programs will collect data on the student’s progress for a full two school years. At the end of that time, the student will exit services completely.

During the monitoring process, NWEA achievement data will be collected and analyzed for growth and a transcript or report card will be reviewed.

A parent may refuse ELL services at any time by writing a letter or email to the building principal or Director of Academic Programs.

Title VI of the Civil Rights Act of 1964 and its regulations at 34 CFR Part 100 2) -"No person in the U.S. shall, on the ground of race, color, national origin be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."

May 25, 1970, Memorandum, Department of Health, Education, and Welfare -This memorandum interpreted the Civil Rights Act. It delineates the responsibility of school districts in providing equal education opportunity to national origin minority group students whose English language proficiency is limited. The following quotes discuss some major areas of concern with respect to compliance with Title VI and have the force of Law:

"Where inability to speak and understand the English language exclude national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students."

"School districts have the responsibility to adequately notify national origin minority group parents of school activities which are called to the attention of other parents. Such notice, in order to be adequate, may have to be provided in a language other than English."

"School districts must not assign national origin minority group students to classes for the mentally retarded on the basis of criteria which essentially measure or evaluate English language skills; nor may school districts deny national origin minority group children access to college preparation courses on a basis directly related to the failure of the school system to inculcate English language skills."

1974 - Equal Educational Opportunities Act (EEOA) -"No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex or national origin, by ... the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs."

Title II of the Americans with Disabilities Act of 1990, 42 USC 12131-12161 -Title II of the ADA prohibits discrimination against qualified individuals with disabilities on the basis of disability in all programs, activities, and services of public entities. Public entities include state and local governments and their departments and agencies. Title II applies to all activities, services and programs of a public entity.

Individuals with Disabilities Educational Act (IDEIA) of 2004 - The purpose of IDEA 2004 is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; to ensure that the rights of children with disabilities and their parents are protected; to assess and ensure the effectiveness of efforts to educate children with disabilities.

Lau v. Nichols The decision stated that providing students the same desks, books, teachers and curriculum did not ensure that they had equal educational opportunity, particularly if the students did not speak English. If English is the mainstream language of instruction, then measures have to be taken to ensure that instruction is adapted to address those children's linguistic characteristics (Lau v. Nichols, 414 U.S. 563, 94 S. Ct. 786, 1974).

Castaneda v Pickard, 648 F2d 989(5th Cir 1981), the 5th Circuit set out a widely adopted three-part test to determine whether districts have taken “appropriate action” to remedy the language deficiencies of their ELLs: (1) is the school “pursuing a program informed by an educational theory recognized as sound by some experts in the field, or at least, deemed a legitimate experimental strategy”; (2) are the programs and practices actually used by the school “reasonably calculated to implement effectively the educational theory adopted by the school”; and (3) does the program “produce results indicating that the language barriers confronting students are actually being overcome”. Congress intended that schools make a “genuine and good faith effort, consistent with local circumstances and resources, to remedy the language deficiencies of their students,”

Plyer vs. Doe (1982) The United States Supreme Court stated that school systems must enroll and educate children residing in their district even if their parents do not possess legal residency documents.

Further information about federal and state laws regarding ELL students can be found at: http://www.doe.in.gov/elme

In accordance with Performance Based Accreditation guidelines, all schools are required to administer a Home Language Survey (HLS) to identify the first (native) language(s) of all students enrolled in the school corporation. The Home Language Survey shall elicit the following information: the first (native) language of the student; the language most often spoken by the student; the language most often spoken at home.

The Home Language Survey should be given to any family that is registering for school for the first time in Indiana.