Student Services

Sigsbee Charter School complies with state and federal requirements for serving students with disabilities and supports children with special needs by providing all students an appropriate education in the least restrictive environment possible. Our school follows each child’s Individual Education Plan (IEP) and regularly monitors students’ progress toward individual learning goals. No child shall be discriminated against in admission or enrollment practices for any reason, including the suspicion that a child may have a learning disability. 

In meeting the Highly Qualified status of the No Child Left Behind requirements, the charter school has employed full-time ESE teachers, a reading specialist, a behavior therapist, an occupational therapist, a speech/language pathologist, school counselors and several classroom teachers with ESE endorsements.  School personnel are required to abide by the district's policies and procedures with regard to special education services.

This staff is responsible for supporting the learning needs, interventions and assistance of all students with identified disabilities. In situations where our school does not have the appropriate staff for particular services needed (as identified by a student’s IEP), individual providers will be recruited.  Given that the IDEA does not require that all special education services be provided at all schools, SCS acknowledges that some ESE services may need to be provided at alternate locations based on the needs of the students and the district's special education delivery model.

LEA (Local Education Agency)

SCS acknowledges that it does not serve as its own LEA (Local Education Agency) as defined in the federal IDEA statutes.  Monroe County School District serves this role. As such, SCS acknowledges that it will abide by all applicable and required policies of the sponsoring school district with regard to special education services as described within the IDEA. If there are variations or conflicts between the School’s policies and that of the School district with regard to special education, the School district’s policy will take precedence. 

During enrollment, families will be asked to identify students who have existing IEPs or have been receiving special services in a previous school. The referral and placement data from outside sources will be considered by the IEP team and they will determine the appropriate placement. SCS will access the children’s previous school records and continue to provide appropriate services. The procedures for assisting students who are not meeting minimum levels of academic progress clearly outline the process of federal and state required sensory screenings and evaluations, parent conferences, teacher observations, data driven educational or behavioral intervention. Interventions will be research based and implemented with fidelity. These students will be discussed during team meetings, in which qualified special educators, principal and the classroom teacher(s) will collaborate in selecting appropriate interventions to implement. Once appropriate levels of needed interventions have been attempted and warrant a request for future evaluation, a meeting will be held with the child’s parent or guardian and a request for a formal evaluation Initial evaluations, re-evaluations and revisions of IEPs will be conducted in accordance with state and federal law. All referrals will be supported with test results, anecdotal records and ongoing observations. The “Special Programs and Procedures Manuals” and “A Manual for the Admissions and Placement of Exceptional Students” will be used to determine procedures. 

The school’s special education teacher will collaborate with classroom teachers and be directly involved in the implementation of required services for each identified student, and will work with the district-assigned LEA to schedule and review all active IEPs. Services provided by the charter may include, but may not be limited to: speech therapy, occupational therapy, physical therapy, and counseling. All of the student’s teachers will be involved in determining the student’s IEP and related goals. The special education teacher(s) will ensure that all staff members involved with the child understand his/her goals and any relevant training will be available to staff members so as to ensure that the academic success of the student is fully supported. Students with IEPs will take all internal, state and national assessments unless the student’s IEP specifically states that such students cannot participate in these measures. In such a case, alternative assessments will be administered as required by law. 

In addition to attending all IEP meetings, It is a teacher’s professional responsibility to modify the instructional program to ensure student success. Modifications may include, but are not limited to:  

• An increase or decrease in instructional time

• Variations in instructional methodologies

• Use of assistive technology or other special resources to assist students with focus, learning or social-emotional well-being

• Modification of test administration, procedures and other evaluation systems to accommodate students’ disabilities

In accordance with the Office for Civil Rights (OCR) in the U.S. Department of Education, parents who enroll their children at Sigsbee Charter School will fill out a language questionnaire (translated into languages most often spoken in the homes of the school population). This survey will determine whether a child speaks a language other than English, whether the child’s primary language is other than English and whether a language other than English is spoken at home. An English Language Learners (ELL) teacher will determine whether additional language screening is necessary. An oral language assessment will be administered to any student identified as non-English language on the survey. 

Sigsbee Charter School serves ELL students in accordance with all applicable Federal Laws and regulations. All ELL students will be taught English from the beginning of their experience at Sigsbee Charter School. These students will follow the structured immersion model in which all students will be submerged in the English speaking classroom so that English fluency can be mastered as quickly as possible. ELL students will be in the regular classroom for instructional time using a collaborative teaching model in which the ELL teacher works alongside the classroom teacher to assist second language learners with tasks and understanding. 

As an additional support, small skill groups may be pulled across classrooms to work on focused, specific language skills. ELL students will be assessed annually to determine improvement in English proficiency. Students who are not demonstrating adequate progress will be tested on the state CELLA test. Parents of ELL students will be welcomed to the school with every effort made to translate important documents into majority languages. 

Adherence to District Policies Regarding ESOL

This organization acknowledges that it is required to abide by the policies of the sponsoring school district with regards to ESOL services and the requirements under Florida Statutes and the League of United Latin American Citizens (“LULAC”) et al. Consent Decree. If there are variations or conflicts between the School’s policies and that of the School district with regards to ESOL services, the School district’s policy will take precedence. 

Section 504 prohibits discrimination on the basis of disability in programs or activities that receive Federal financial assistance from the U.S. Department of Education.  A student who is identified as having a mental or physical impairment that substantially limits the ability to perform a major life activity is eligible for a 504. There is no exhaustive list of impairments that qualify.  Major life activities include but are not limited to seeing, hearing, speaking, reading, thinking, concentrating and learning. 

504 plans are not the same as IEPs.  A student with a  504 plan receives the accommodations they need so they have equal educational opportunities.  A student with an IEP receives specialized instruction In addition to accommodations.  Classroom teachers are responsible for providing and documenting the accommodations defined in the 504 plan.  

When a 504 Plan will be Considered

The organization will consider a 504 plan for accommodations if a School-Based Leadership Team feels that the child may have a disability that would meet the criteria for such a plan. This can occur when a teacher identifies a student who is having difficulties, a parent requests a team to consider a student's needs, or if a medical report has been submitted identifying a student as having a disability.

Meeting to consider 504 Plan

If the School-Based Leadership Team recommends a student be considered for a 504 plan, the Principal or designee will coordinate a meeting among the student’s teachers and school specialist. The teacher will also ensure the parents have been notified and invited to the meeting. While at the meeting, the team members will consider whether the student’s disabilities qualify them for accommodations under Section 504 of the Rehabilitation Act. If so, the team will identify the accommodations necessary for the student to succeed within the School environment. The authorizing School District’s forms will be used for both determination and the actual 504 Plan.

Eligibility

To determine if a child has a disability that qualifies them for a 504 Plan, the team will utilize the policies of authorizing the School District regarding eligibility.

Every child has a unique learning profile and is entitled to an educational experience that supports the development of his or her potential. Sigsbee Charter School is committed to developing each child’s strengths and capacities for high levels of achievement. Like students with disabilities, students who have been identified as Gifted must be recognized and nurtured as early as possible. In order to do so, gifted students, along with all other students, benefit from the implementation of rigorous standards and differentiated curriculum in the classroom. 

It is expected that all teachers provide enriching activities that develop critical thinking skills and creative problem solving on a regular basis. Flexible grouping according to demonstrated mastery begins in the primary grades. Staff development on higher level instructional strategies are a focus. The identification of Gifted students relies upon a holistic review of many sources of information including: achievement record, ability testing, work samples, teacher appraisals, and parent input based upon the state approved MCSD policies and procedures manual. 

Students identified for gifted services are offered an Educational Plan (EP) by the District which outlines strengths and expanded educational opportunities. This is updated every three years in accordance with state and federal guidelines. Instructional staff are responsible for being familiar with each student’s goals and should maintain records to provide evidence of differentiation. Students who are identified as gifted should participate in clearly defined projects or programs that target their strengths. Participation is communicated to parents and tracked in the student’s portfolio using EP Data Sheets. 

Furthermore, teachers are supported in pursuing professional development in the area of differentiated curriculum, problem-based learning and gifted and talented education. 

Sigsbee Charter School, in conjunction with Monroe County School District, offers speech and language services for students with communication disorders that adversely affect student success in classroom activities, social interaction, literacy and learning. 

Communication Disorders include impairments in language, voice, speech fluency/stuttering, and/or articulation. 

Speech and language services may include identification, assessment and evaluation of communication concerns and, when warranted, development and implementation of IEPs. 

Teachers should consult with the school’s Speech and Language Pathologist should they suspect a speech or language disorder in students. 

Multi-tiered System of Supports (MTSS) Program: 

Sigsbee Charter School believes that all children can learn at high levels regardless of previous school experience or varying disability. A differentiated curriculum tailored to each child’s individual levels of performance and high expectations supported by highly trained, committed staff members will serve the needs of all students, especially those considered exceptional. 

Our staff is committed to meeting each child at his/her current level of ability. We understand that some learning challenges require special attention for students who either struggle with grade-level expectations or need a higher level of challenge than their peer group. As a result, a Multi-Tiered System of Supports Team (MTSS) has been formed to provide assistance and advice to teachers who are looking for ways to address specific academic or behavioral difficulties. 

Assessment and progress monitoring data is used to identify students who may require additional academic support. DATA GUIDELINES FOR STUDENT TIER PLACEMENT and the MTSS Team assist in developing and implementing appropriate strategies and interventions. Tier 2 interventions are generally implemented by the classroom teacher and Tier 3 interventions are generally implemented by an interventionist using a pullout model. Progress monitoring data is collected and analyzed regularly throughout the year and student tier levels and intervention needs are adjusted as appropriate. Students who do not indicate a positive response to Tier 2 interventions may be referred by the classroom teacher for Tier 3 interventions using an Assistance Request. Students who do not indicate a positive response to Tier 3 interventions may be referred to the district for additional evaluation. 

MTSS forms and resources may be found in MTSS for Teachers . 

MTSS Team

The purpose of the MTSS team is to discuss issues that might arise regarding specific students.  The team will be comprised of classroom teachers, interventionists, the MTSS coordinator, the Principal and other support service staff, when appropriate.  The team brainstorms strategies and research-based interventions to use with students that may be having academic, behavioral,  or other concerns within school.  The MTSS team analyzes school data, assists with providing suggestions for the MTSS process, and makes recommendations for modification in the classroom.  The team meets regularly to monitor student progress by analyzing interventions and to assess response to those interventions.  Staff who are delivering services to the students may be asked to attend and/or provide records of achievement data that can be analyzed.

If a staff member wishes to seek the advice of the MTSS team for a specific student, they complete a Request for Assistance (RFA) and forward it to the MTSS coordinator.  The coordinator will schedule a meeting and distribute the relevant information to team members.  When the MTSS Team meets, the staff member requesting the meeting has the responsibility to explain the key issues and concerns, and the team works together to brainstorm a list of action items to be attempted with the student.  The MTSS Coordinator will follow up at a specified time interval after the meeting to see how the recommendations are working.