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 from Pupil Personnel Services .
STUDENT PROGRESS
Families will be made aware of individual progress at a conference held in November . Families are updated on student progress in the Winter and Spring as well . 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 own actions . It is important that children 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 selfregulation 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
33 Family Handbook