If your child is experiencing academic or behavioral difficulty at Green Level High School, we have support services and resources to assist them.
Please sit with your child, consider using the resources on this site, and guide them toward support available both in the school building and on line.
Reach out to teachers, as they are the experts in their classroom and can provide course-specific guidance and support services.
If, after working closely with teachers, your child is not showing improvement, urge your child to reach out to their counselor and administrative team.
As a team, we can review historical grades, attendance records, behavior records, etc., to identify any patterns or areas of concern. We can contact your child's teachers to get additional information regarding strengths/weaknesses in the classroom and meet with your child to discuss concerns from his/her perspective.
Together, we might decide to schedule a student, teacher, parent conference to learn more about your child and what supports have and/or have not worked for them. The student's attendance and participation in this meeting is imperative. Self advocacy is a skill that will benefit your child in high school and beyond!
Often, we move in the following order when determining an area of focus to best support students:
*If it is determined that more strategic support is necessary, we will develop and implement more strategic interventions as a team. Interventions will be implemented in the classroom for a 6 week period. Throughout the process, we will review collected data. In the end, we will decide together if the current plan is effective or not.
If the student is making progress, we will slowly remove the support structure as the student masters the skills on their own! If the plan in not yielding intended results, then a more intensive plan may be put in place. A referral to the Individualized Education Program plan team (IEP team) for consideration of the need for special education services may be made if a more intensive plan is not yielding results.
If the IEP team determines that there is no suspicion of disability that requires specialized instruction from a special education teacher, but a disability has been identified that may need classroom and/or testing accommodations, then the IEP team can refer the student to the Section 504 Eligibility team. Section 504 is part of the Americans with Disabilities Act that provides accommodation plans to address the effects of the disability that are substantially impacting learning in the general curriculum.