REACH Academy embraces the philosophy of full inclusion, believing that all students, including those with disabilities, the gifted and English language learners, can be best educated in the general education classroom. We embrace the diversity among students. All students are unique with their own set of physical, intellectual and psychological characteristics that influence their instructional needs. REACH Academy teachers accept responsibility for all students in their classroom. Collaborative teams provide support with lesson planning, teaching, and implementing accommodations and modifications in teaching techniques and classroom activities to meet the unique interests, learning styles and academic levels of all students.
All students regardless of grade level will be assessed at enrollment and the fall of every year to determine baseline levels of academic achievement. Title 1 teachers, general education classroom teachers and intervention specialists collaborate to provide interventions to students who are experiencing academic challenges. Interventions are designed collaboratively as well as based on the teacher based team meetings conducted weekly. Students are referred to the Intervention Assistance Team if it is determined that with appropriate interventions in place, he/she is making lower than expected academic growth. If the team determines after ongoing intervention has been provided and progress has still not been made that a disability is suspected then the student is referred informed consent is obtained from parents and a multi-factored evaluation is conducted. Parents will be provided with the planning form. This form includes a list of all of the individuals involved in the multi-factored evaluation process. The parents will also be provided with an explanation of the data that is collected, as well as the timeline adhered to by law. During discussions of the Evaluation Team Report, the members will determine whether or not the student meets the definition of a students with a disability. These decisions are made based on the pieces of data collected from all participants involved. If it is determined the student does not have a disability, additional interventions may be put in place and the students will be monitored to assess academic progress.
If the student does qualify for special education services, then the team will determine the students needs. An Individual Education Program will be written. This program will contain specific goals and services the school will provide to ensure academic progress is made.
The Academy will provide students with disabilities services that comply with federal, state, and local procedures and policies, respectively, including, Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act. REACH Academy enlists services as deemed appropriate via the Individual Education Program. These services include, but are not limited to occupational therapy, speech therapy, and psychological services. The Academy also works in conjunction with the local mental health agency as a means of providing the necessary supports for our students. The intervention specialist will coordinate with the classroom teachers to modify curriculum and partner in providing accommodations to students. Students progress will be continually monitored and evaluated quarterly to determine the effectiveness of programming and the continued need for services.
The Governing Authority of REACH Academy has adopted the Ohio Department of Education's Special Education Model Policies and Procedures.
Parents of students who have had an IEP or Multi-Factored Evaluation/Evaluation Team Report (MFE/ETR) completed at another school MUST notify REACH Academy upon enrollment and provide copies so that services can be provided immediately. Failure to notify the school and provide documentation at enrollment will result in a disruption of services.