protects all school-aged children as handicapped who meet the definition of qualified handicapped person:( 1) has or( 2) has had a physical or mental impairment which substantially limits a major life activity, or( 3) is regarded as handicapped by others. Federal and State regulations require that reasonable accommodations be implemented to provide a free appropriate public education for handicapped students.
SPECIAL EDUCATION PROGRAMS
Special education services are provided by certified teachers, therapists, or other providers in the least restrictive environment. Appropriate services are determined by the PPT and described in the student’ s Individualized Educational Program( IEP), which is reviewed annually.
A full continuum of programs and services are available to identified students, ages 3-21. Specific information concerning services is available from your building administrator or Pupil Services Personnel.
STUDENT PROGRESS
Families will be made aware of individual progress at conferences held in November and March. Families are welcome to request a meeting with the teacher at any time during the year. Teachers share progress updates with families as needed.
DISCIPLINE POLICY & PROCEDURES NAEYC Standard 1B. 10, 10B. 18
A positive and reflective approach will be taken regarding behavior management and discipline. Teachers will focus on and reinforce positive behaviors of children while providing students with clear, consistent expectations. The goal is to help children develop self-regulation and understand the impact of their actions. Children must learn to work and play together in a safe environment that fosters independence, decision-making, curiosity, and creativity. When behavior is challenging, guidance and discipline will be positive, productive, immediate, and addressed in partnership with the family. To achieve this goal, all staff:
• Model appropriate behavior in alignment with the Second Step Social Emotional Curriculum
• Maintain a predictable, consistent, and structured classroom using the Executive Function Project strategies designed to support self-regulation and independence
• Maintain developmentally appropriate expectations for children’ s behavior by establishing classroom promises which outline expected behaviors
• Help children begin to recognize and respond to their emotions and the emotions of others through their daily interactions with peers and adults
• Enhance supervision through a low teacher-student ratio
• Provide students with a calming space to allow them to adjust to stress or self-regulate. This space is designed to support choice, control, and independence.
• Commit to developing strong home-school partnerships and communication, which will allow us to understand each family’ s unique structure, cultural background, experiences and
REVISED 2025 30 Family Handbook