Student & Family eBook - Page 39



PROGRAM
Obstacles to learning may have roots in brain development or processing difficulties; in behavior disorders or those that may stem from crises; in physical causes such as eye or ear problems; or a learning difference may be affecting a child’s educational performance. In addition,
a student may need assistance with speech and language development.
If so, your child may be eligible for related services that can help.
As a first step, the school must try sufficient interventions in the classroom and modify instructional practices before referring your child
for evaluation. The first intervention period may last between 6 and
12 weeks, be reviewed for efficacy, and then revisions attempted for
another 6-12 weeks.
If the support team determines that interventions in the classroom
have been thoroughly explored and applied but the student still do
not make sufficient progress, a team will meet to determine if an academic, speech or behavioral evaluation is called for.
After evaluation, the team will reconvene to assess results. In the
Gresham-Barlow School District, the team looks for a pattern of
strengths and weaknesses to determine eligibility. If the team determines eligibility, then an Individualized Education Plan (IEP) will be
created to target the student’s needs. Parents will be kept informed
and are encouraged to attend the meetings throughout this process,
and their informed consent must be obtained in order to evaluate and
to implement an IEP. Parents have the right to refuse services for their
child.
In addition to formal exceptional education services, Lewis & Clark
Montessori may employ instructional assistants to provide services to
students identified by teachers as needing additional reading instruction.
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