Parent Information
Hello parents and guardians, happy new school year! In order to ensure the healthy development of the social-emotional growth of our students, JMI incorporates multiple modalities. We pull from the best aspects of PBSIS (Positive Behavioral Support in Schools), the Six Pillars of Character Education and Responsive Classroom. See below for more information.
Social Emotional Learning
I am re-introducing the Second Step SEL program for the third year . Especially in this age of technology and often a disconnection from each other, Social Emotional growth is as important as their academic success. In fact, children strong in SEL have shown more success academically as well adjusted, independent, emotionally confident individuals who can work well with others and on their own.
In addition to the Second Step SEL program, I also utilize the Second Step Anti-Bullying curriculum. I will be presenting on both topics in every classroom throughout the year.
More information can be found here: https://www.secondstep.org/
How Parents can Model Empathy
E is for Empathy
OTHER RESOURCES
Being a parent, especially in today's world, can be very challenging. I have included some helpful links to help assist you mold successful children in all life areas.
http://www.njparentlink.nj.gov/ Parent Link is an excellent resource for all aspects of parenting from Health and Wellness, Developmental and Behavioral Health, Parenting and Early Learning, Child Care and Preschool and Family Support Services.
https://www.nj211.org/ Depending upon your needs, NJ211 will direct you to resources within the community.
https://njmentalhealthcares.communityos.org/zf/taxonomy/detail/id/393505 A wealth of mental health resources throughout the state.
https://www.healthychildren.org/English/family-life/Media/Pages/Tips-for-Parents-Digital-Age.aspx Technology has become so much a part of our lives in an important way, but it also has a negative effect, especially with children. This website offers great ideas on how to balance technology in today's world.
https://www.nasponline.org/resources-and-publications/families-and-educators
https://docs.google.com/document/d/1mV95bxjQOrD-UQ86RUFxq_joYQiQnLEyko8Zj6VNqkg/edit Edison
504 Plan
What is a Section 504 Plan?
Section 504 is part of the Rehabilitation Act of 1973 that prohibits discrimination against individuals with disabilities. Section 504 ensures that students with a physical or mental impairment that substsantially limits a major life activity have equal access to an education. Qualified students may receive accommodations and modifications put into place by the school's 504 committee, parents/guardians, and other persons knowledgable about the student. These plans are not part of special education; the central purpose is to give qualified students access to the same education as their general education peers.
What is an 'impairment' as used under Section 504?
This may include any disability, long-term illness, or various disorder that substantially reduces or limits a student's ability to access learning in the educational setting because of a learning, behavioral, or health related condition. Examples include, but are not limited to, medical diagnosis of ADD/ADHD, ODD, diabetes, epilepsy, chronic illness, low vision, poor hearing, heart condition, etc.
What are considered 'major life activities'?
Major life activities may include, but are not limited to, learning, self-care, manual tasks, walking, seeing, speaking, sitting, breathing, concentrating, reading, standing, lifting, bending, etc.
What types of accommodations will my child receive if determined eligible under Section 504?
As each student's needs are determined individually, determination of what is appropriate for each child is based on the nature of the disabling condition and its impact on the major life activity. Examples of accommodations may include, but are not limited to:
-Extended time on tests or assignments
-Prompting to refocus
-Preferential seating
-Frequent breaks
-Enlarged text
-Modified paper
-Repeat, restate, clarify directions
-Text-to-speech
*It is important to note that accommodations can include changes to the environment, changes to the instruction, or changes to how curriculum is presented; Accommodations do not change what kids learn, just how they learn it.
Please click here for more information about Section 504 plans.
Please reach out to me directly if you have any additional questions
or you believe your learner may qualify for a Section 504 Plan.
Intervention and Referral Services (I&RS)
The I&RS team is a group of diverse, multidisciplinary professionals within the school community who meet to collaborate, develop, implement, and monitor coordinated services to:
1. Assist students who are experiencing learning, behavior or health difficulties; and
2. Assist staff who have difficulties in addressing students' learning, behavior or health neeeds.
Students can be referred to the I&RS committee by a school staff member and/or the student's parent/guardian. After collaboration as a committee, an individualized action plan is developed and is actively monitored over an 8 week time frame. At the end of the 8 weeks, the I&RS committee reconviences and assesses the success of the implemented interventions/services as well as the appropriate next steps.