The St. Jerome Academy Resource Program is a program designed for the service of students in kindergarten through eighth grade. The program was created with the aim of making our classical education accessible to all students, especially those students with diverse learning needs. Whether students have Individual Education Plans (IEP), 504 plans, private evaluations, or are in need of intervention, the resource program seeks to provide assistance in the form of reading, writing, and mathematics instruction. In the resource program, students are either pulled out of their classes for more individualized instruction or are instructed within classrooms using an inclusion model. St. Jerome Academy has two full-time Resource Teachers that work with teachers, parents, and the Student Assistance Team to oversee the progress of all students.
The St. Jerome Academy Resource Program has two educational plans: The Catholic Accommodation Plan (CAP) and the Individual Catholic Education Plan (ICEP). The Catholic Accommodation Plan (CAP) documents accommodations to be provided in the student’s classes. An Individual Catholic Education Plan (ICEP) includes accommodations, modifications, intervention services, annual goals and short-term measurable objectives. Both plans are evaluated on a semesterly basis and include feedback from the classroom teachers and academic specials teachers.
The primary reading intervention is the Orton-Gillingham Program. The Program teaches students how to read and spell decodable words as well as sight words. Students that receive instruction in the program may receive one to five 50-minute sessions per week depending on educational need.
Other programs available at the school are the Great Leaps Reading Fluency Program and Learning Ally. Great Leaps is an individually administered program that builds reading fluency with individual sounds, word phrases, and passages. Learning Ally is a text to speech program. Unlike some programs that use a robotic voice, Learning Ally uses a human reader that is able to read with emotion.
St. Jerome Academy has a Student Assistance Team (SAT). The Student Assistance Team (SAT) is a school-based group whose purpose is to provide additional support to students experiencing difficulties that prevent them from benefiting from general education. These may be students who are performing below expectations, or gifted students who are not challenged sufficiently. The SAT's mission is to investigate and arrive at appropriate solutions to problems in the school environment through a cooperative team effort. Although the team may make referrals to special education and other special programs, the SAT is not part of the special education process, but rather a general education responsibility.
The SAT addresses problems found through screening, or those brought up as concerns by parents, teachers, or other staff. The SAT designs interventions for those students who show need for individual consideration, taking the students' strengths into account. Further, the SAT suggests interventions that may alleviate or resolve the situation prior to referral for a multidisciplinary evaluation. In many cases, the SAT is able to assist students who need interventions in order to succeed.
The Student Assistance Team at St. Jerome Academy meets weekly. Team members and roles are listed below. Homeroom/classroom teachers are part of the meeting when their particular student is being discussed.
* Allow extra time to complete tests (50%) |
* Teacher assistance for test taking (Reminder to review directions) |
* Teacher assistance for test taking (Re-Read/Explain Directions) |
* Teacher assistance for test taking (Check that all items on test are attempted) |
* Teacher assistance for test taking (Read Aloud) |
* Modify essay/paragraph responses on tests (Accept Graphic Organizers) |
* Modify essay/paragraph responses on tests (Accept Dictated Answers) |
* No penalty for spelling in content areas |
* Small Group Testing |
* Student may use an English/native language dictionary |
* Student repeat/rephrase directions |
* Provide a scribe |
* When administering the Scantron Standardized Test, allow student to (_____) |
* When administering the HSPT Standardized Test, allow student to (_____) |
* When administering the Faith & Knowledge Standardized Test, allow student to (___) |
* When necessary, student may answer select choices instead of answering all questions |
* Other |
* Adjust homework assignment (Amount) |
* Adjust homework assignment (Format) |
* Adjust homework assignment (Timing) |
* Teacher will write upcoming assignments, projects, quizzes, and tests on the board |
* Assignment pad signed by teacher/parent daily |
* Homework assignments emailed to parent/student (as necessary) |
* Homework submitted electronically |
* Break work into smaller segments |
* Give extra time to complete tasks/assignments |
* No re-copying of sentences |
* Provide written directions for assignments |
* Reduced emphasis on handwriting (may print, or word process) |
* Simplify multi-step directions |
* Allow use of audio books |
* Allow use of speech-to-text/text-to-speech technology |
* Allow use of a spell checker |
* Allow use of a calculator |
* Allow use of addition and/or multiplication chart |
* Allow use of other assistive technologies |
* Allow use of English/native language dictionary |
* Provide copies of notes or note taking templates |
* Organizational/procedural checklists |
* Provide study guide (Specify when it will be provided) |
* Reduce copying from the board |
* Provide a scribe |
* Small group instruction |
* Large print |
* Provide read-to as necessary |
* Use visual aides |
* Allow wait time for oral responses |
* Use a timer |
* Check for understanding |
* When composing a written piece, use of graphic organizers to assist the writing process |
* Have student repeat directions to check for understanding |
* Assistance in keeping an organized binder of the core subjects (religion, history, literature, & grammar) |
* Exemption from the Latin foreign language requirement in order to provide two 50-minute sessions per week to complete classroom assignments |
* Exemption from the Latin foreign language requirement in order to provide two 50-minute sessions for reading instruction |
* Other |
* A clear warning will be given to student prior to the issuance of a consequence |
* Allow student to stand at times while working |
* Develop nonverbal cues ("secret signal") to help student stay on task |
* Increase opportunities for legitimate movement |
* Specialized Behavior Plan |
* Student will be taught self-monitoring techniques |
* Student may hold a specified item in his/her hand to assist with hyperactivity |
* Behavioral checklists |
* Use a timer |
* Preferential seating (Front of the room; near the teacher ) |
* Preferential seating (Free from distractions) |
* Preferential seating (Seat student near peer helper to assist student) |
* Uniform adaptations |
* Desk/seating |
* Sensory |
* Writing |
* Student will receive two to three 50-minute pullout resource sessions per week in the Orton-Gillingham reading program |
* Student will receive five 50-minute small group resource sessions per week in mathematics |