Aveson's unique student population consists of diverse learners. Due to our philosophy of personalized learning, we believe that each student at Aveson deserves to receive the right instruction, from the right person, at the right time. Using the Response to Intervention model, most students will thrive and achieve academic success within the core academic program, while some students will need specialized academic instruction through special education in order to fully access the core curriculum.
Aveson is committed to helping every student become academically and globally competent in order to maximize their full potential as 21st Century citizens. This commitment acknowledges that some students may receive additional support at Aveson through special education or a 504 Plan.
Aveson is a member of The Desert Mountain Charter Special Education Local Plan Area (SELPA). Like all public schools in the United States, Aveson adheres to “Child Find,” which has the purpose of identifying, locating, and evaluating children and youth ages 3 to 22 years of age who are suspected of having a disability or developmental delay. This is done in order to provide appropriate special education services under the law. A referral may be made by a parent or any person conc
Since we believe all students, no matter their particular academic, social-emotional, or behavioral challenge, learn and thrive together within the same classroom, we have adopted an “inclusive” philosophy. This means students who qualify for special education services are in the general education classrooms to the maximum extent possible.
An IEP is developed to ensure that a child who has a disability identified under education law and is attending an elementary or secondary educational institution receives the appropriate specialized instruction and/or related services to access their learning. A student must be evaluated by an educational institution and identified as eligible for special education programs and related services to receive an IEP.
Section 504, part of the Americans with Disabilities Act (ADA), is an anti-discrimination, civil rights statute requiring the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. A 504 Plan is developed to ensure that a child with a disability attending an elementary or secondary school receives accommodations to ensure their academic access to the learning environment.
At ASL, we have a robust Inclusion Team that consists of:
Director of Inclusion
Inclusion Program Coordinator
School Psychologist
2 Inclusion Specialists who manage all IEP cases
Board Certified Behavior Analyst
Lead Behavior Aide
Speech and Language Pathologist
Speech and Language Pathologist Assistant
Occupational Therapist
Inclusion Aides
Marriage and Family Therapist Team:
Licensed MFT
MFT Associate
MFT Trainees
Q: I have a student with an IEP, but I have questions. Who do I talk to?
A: Reach out to the student's Inclusion Specialist who can answer your questions or direct you to the correct person.
Q: I believe I have a student who might need SEL or academic support. I'm thinking I might need to activate an SST. Who do I talk to?
A: Reach out the Assistant Site Director, Stina Ross. She oversees all SSTs and 504 cases.
Q: I know my student has an SST/IEP/504. Where do I access those documents?
A: SSTs and 504s will be shared with you by the Assistant Site Director. IEPs will be shared with you by a member from the Inclusion Team.
Q: A parent reached out to me asking for "special education testing". What do I do?
A: Thank the parent for reaching out and ensure them that their communication will be directed to the correct staff person. Then, reach out to the Site Director to inform them of the parent's request. The Site Director will handle communication with the parent.
Advisors are expected to teach all of their students regardless of their special education status. However, students with noted accommodations and modifications via SST, 504 and IEP documents should be adhered to. Advisors needing help with understanding these accommodations or modifications should reach out to our Inclusion Specialists or Assistant Site Director right away.
Advisors are also responsible for collaborating with Inclusion Specialists on a regular basis. A collaboration schedule will be developed and shared.
Data is essential for understanding students' progress toward goals, whether they be SST, 504 or IEP goals. Advisors should take timely notes and understand student data in order to give accurate information to the inclusion team. This information will be due in a timely manner on a regular basis.
Advisors will be expected to attend IEP, 504 and SST meetings. Meetings will be held in person or on Zoom. Advisors are expected to have their cameras on during Zoom meetings. An alternate location will be provided to advisors should a meeting be held over Zoom. Substitutes will be provided if an advisor needs to be released for a meeting. Advisors are expected to have sub plans prepared for these occasions.