VISION OF SAS PROGRAM at CFS: The SAS program at Christian Faith School endeavors to educate, equip, and empower students to achieve their God-given destinies in line with the vision of our school by providing programs to meet the needs of students with diagnosed academic needs. We know, based on God’s word, that our students are not “disabled,” but instead able to do all things. CFS offers Assessment and Education Plans (AEP) for our students; we are not obligated to follow plans written by public schools.
CFS SCHOOL VISION:
- To discover and develop the God-given gifts and abilities of each student so that he/she may impact the world for Christ.
- To assist each student in fulfilling their God-given destiny
BIBLICAL FOUNDATION FOR SAS PROGRAM:
According to Jeremiah 29:11, we believe that God has a plan and destiny for every child. We believe that every student should be able to fulfill his/her God given destiny regardless of his or her learning modality, style or differences. Therefore, we offer the “Student Academic Services” (SAS) program for students with diagnosed academic needs. We have established the following objectives as we endeavor to help every student succeed and experience the joy of learning:
- Every child assessed as a student needing support is eligible to be assisted through an AEP, which will include follow up and tracking of progress. We offer academic therapy using the NILD program as well as tutoring in specific academic areas. There is a charge for both programs.
- Children needing academic accommodation will receive those that promote academic growth and self-directed learning skills.
- Teachers, staff and parents will meet to discuss accommodations needed and to determine the time frame for the AEP.
- Modifications to the academic program will be made for students who are assessed with more pronounced learning needs; they will be noted in the academic record.
SAS Student: Any student observed or assessed to have learning modalities and needs not met by the regular academic methods utilized in the school.
Accommodations: Adjustments made in methods, quantity of work, testing conditions, seating arrangement, etc… and tutoring, that allow a student to meet the curricular learning objectives.
Modifications: Changes and adjustments made for a student which change the learning objectives required for the student. (Example: 6th grade student studying 3rd grade math due to inability to function at grade level). When modifications are made, a note is made in the academic record.
MODEL FOR WORKING WITH SAS STUDENTS
CFS has adopted The Building Blocks of Learning as a model of assessment and instructional support.
The Building Blocks model was developed, in part, through many years of consulting, teaching, and counseling children and their families. The first requirement for helping a student is to form a clear understanding of his or her unique characteristics by evaluating his or her strengths and weaknesses. The next step is to determine the types of educational and behavioral intervention needed and to develop meaningful, realistic educational goals. A student’s strength and weaknesses in these 12 blocks can affect multiple areas of learning.
For children with academic challenges, learning is hard work. For their parents and teachers, instruction is very hard work and requires extensive training and ability to support the student. At CFS, children who struggle in school will receive instruction from caring, sympathetic teachers who understand learning, behavioral, and temperamental differences and know when and how to intervene to help support each student in his/her growth and development.
REASONS WHY AN ASSESSMENT AND EDUCATION PLAN WOULD BE CONSIDERED:
When a student is not learning in the traditional classroom under the instruction being provided.
When retention is being considered.
When a student returns to school after a serious injury or illness.
When a student exhibits a chronic health condition.
When a student is identified as “at risk” or exhibits the potential for dropping out of school
CFS Procedure for Identifying Students who need Academic Support
- Teachers who notice a student is not performing academically to grade level or who is showing signs of need in any area of the Conceptual Model will complete the Building Blocks Questionnaire and submit it to their principal/supervisor.
- The principal/supervisor will review and submit the questionnaire to the SAS staff for evaluation.
- A meeting between the principal, SAS staff and teacher will be held to determine the next steps:Request for testing.
- Request for information from a physician or counselor/therapist
- Parents will be contacted by SAS staff, the concerns shared, and a request for testing made.
- The principal, SAS staff and teachers will determine the accommodations and/or modifications needed to meet the student’s needs, based on what CFS is able to offer.
- When the testing results are in hand, parents will be invited to a conference at which they will be asked to approve and provide for therapy, tutoring or whatever might be needed to meet the needs of the student.
- An Assessment and Education Plan (AEP) will be written and signed appropriately.
- The SAS staff will complete a charge sheet for the finance office and ask parents to sign.
- All teachers who interact with the student, as appropriate, will be informed of the AEP.