Academic Support

Students with Disabilities

programs

There is no "one size fits all" method of designing special education programs in a school. At CAMS, we build our schedule each year with our students in mind. Ensuring to meet the needs of each students CAMS has experience in all special education programs.

Related Service only students (Occupational therapy, physical therapy, speech, hearing services, adaptive physical education, etc.)
Special Education Teacher Support Services/SETSS (Also known as resource room allows for students that need minimum special education support to be placed in a class with general education students and receive support from a special needs teacher)
Integrated Collaborative Teaching (ICT Model with two teachers as a 60 to 40 ratio of general education students to students with disabilities)
Self-Contained 12:1 (Smaller setting with 12 students and one teacher)
Self-Contained 12:1:1 (Smaller setting with 12 students, one teacher and one paraprofessional)
One-to-one paraprofessionals

individualized education plans

Individualized Education Plans (IEPs) serve as the foundation for any student with special needs. With this in mind, CAMS has adapted a cyclical process of drafting and editing IEP's. Teachers work collaboratively along side service providers and the IEP teacher to develop IEP's that are reflective of the whole child as well as incorporate student and parent voice. Lastly, but most importantly administration plays a role in ensuring student's IEP's are reflective in the planning and implementation of lessons.

staff

From our paraprofessionals, to teachers, deans staff and administration we are consistent training our staff as a whole and in a individualized matter. This is so for our special education community as well. Professional learning takes place for special educators with their content departments as well as with their special needs counter parts. We aim for students to receive Specially Designed Instruction (SDI) in order to meet and support their needs. Additionally to in house learning staff are also exposed to training on district and state levels to stay current on their ability to educate our students with disabilities.

weekly Small group instruction

after school programs

enrichment classes

Monitoring the progress

While our goal at CAMS is to make students monitors of their own learning who set goals with corresponding action plans; we provide various opportunities for parents to also view their scholars' progress. Our methods include, but are not limited to:

Progress report every 6 weeks
An advisor aligned to each class for streamlined parent communication
Class Dojo (Class information as well as opportunity to message individual teachers and see points awarded for academic success in class)
PupilPath (Digital grade book that updates in real time as teachers enter grades)
Ongoing ELA and Mathematics data shared from iReady (Digital response to intervention program)
Student-led parent teacher conferences
Summary reports from Google Classroom

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